There exists an increasing tendency in the ELT field that the teaching is referred as a profession. In our context, being professional means being the effective teacher, which is required to develop continuously throughout the whole career. Teacher professional development, in this article, mainly the issue of teacher professional self-development is discussed. In order for that to be realized, the reflective approach is bring introduced. Here, the reflective approach is primarily based on doing Action Research that includes Rettospective technique, Observation technique, Questionnaires and Interviews and Case Study.
In this paper, I will mainly deal with classroom observation in teaching practice (TP) in the Foreign Language Institute (FLI) of Inner Mongolian Teachers University (IMTU). TP in pre service education programme plays a crucial role, because it provides the opportunity for potential middle school teachers who have received about 100 hour methodology orientation within one school year to practise their knowledge of English Language Teaching (ELT), and helps them to be qualified teachers. On the other hand, TP can make supervisors or trainers aware of some problems in their training process, so that they can make further improvement in the training. What’s more , they can collect evidence to evaluate practitioners’ performance.
