This action research (AR) thesis explores the role of synchronous text-chat as a backchannel in classroom observation on a Further Education (FE) based part-time CELTA course, contributing to the debates on the role of classroom observation in learning to teach through observing. The AR originated with the introduction of the text-chat between trainee-teachers and a teacher-educator peer observing on the CELTA, creating a text-based social learning environment, drawing on the principles that people learn through dialogue with more knowledgeable others (Vygotsky 1978). This study theorises the CELTA as a Community of Practice (CoP), illuminating the text-chat as a structuring resource within the Learning Architecture (Wenger, 1998), from which the CELTA CoP emerges. Through three AR cycles, this study examines how the affordances of the text-chat combined with a low-level guidance approach, creates an environment for teacher noticing and community formation. Data from the researcher’s reflective journals, two focus groups (FG) and interviews with twelve CELTA trainees were analysed using Braun and Clarke’s (2022b) reflexive thematic analysis, acknowledging and celebrating the subjective stance of the researcher. Findings suggest a social practice approach to classroom observation requires a social stance to compliment the Learning to Notice framework (van Es, 2011), highlighting the importance of trainees’ awareness of both their own practice and their peers’ perspectives to enhance learning during observations. The study positions observation as a collaborative and developmental tool, contributing to the development of the professional vision of ESOL teachers, who often lack an identifiable professional identity (NRDC, 2010). This research contributes to the underrepresented body of research in FE (Hanley et al., 2018) by highlighting the value of practitioner-led action research, demonstrating how reflective and collaborative approaches can enhance practice and bridge the research-practice gap. Further research is welcomed which explores the while-observation experiences in different contexts such as other ITE courses or for professional development.