Conclusions 

1- The observation of pedagogical practices must be developed not only as an educational research technique but also as an action of an intentional, specific, and systematic nature.

2- An adequate observation process implies evidencing the realities in which our students and ourselves will be submerged, so analysis and assertiveness are important to avoid judgments and interpretations that may distort the essence of the observation process itself.

3- As a process of collecting information, observation is essential in any formative evaluation whose ultimate goal is to improve the quality of the teaching-learning process and the educational system.