Sense of belonging in the observation of teaching practice

Change or innovation to daily practice involves resistance. The lens through which teachers see and subsequently experience such changes filters and subsequently serves as a basis for participants to identify themselves and make the proposed changes their own or not. The observation of teaching practice in the Bachelor's Degree in English Language Teaching at the Universidad Autónoma del Estado de Hidalgo began with the purpose of complying with institutional policies that mark the constant evaluation of study programs as well as the need to identify the strengths and areas of opportunity of the academic program, but mainly with the ultimate goal of carrying out practices that promote the continuous professional development of the faculty. This article reports the experiences of four teachers in the process of identifying themselves with the practice of observing and being observed; what is for them the integration to a learning community, giving us a look at some of the implications of implementing processes that lead to substantive change.