Scaffolding Responsive Ways of Seeing in Science Education

Abstract

In this article, a team of science teacher educators focused on video-based examinations of pedagogical practices, and working across multiple contexts, shares a tool that they have created to help pre-service science teachers evolvetheir capacities related to professional noticing. Their contexts include both smaller and larger private and public universities, and members of the team work with both elementary and secondary students in science education courses. The tool – the Professional Noticing (PN) Template – is tied to an associated protocol for analyzing video of science teaching in actual classrooms. Both the protocol and the tool are presented and unpacked for readers so that it would be easy to use both in their teacher preparation contexts. Previous articles in this journal that describe strategies and approaches to supporting professional noticing development are reviewed. Additionally, research that provides the rationale behind the structure of the protocol and the tool is discussed so that readers can dive further into this area of inquiry as appropriate. Finally, examples of the work provided by teacher candidates when engaging in the protocol and using the tool are presented to demonstrate the kind of thinking that they generate in future science teachers.