Abstract
As an important aspect of teacher expertise, noticing skills need to be learned and practiced in teacher education programs. Although noticing literature has reported on the effectiveness of videos with associated scaffolding structures and the significant role that practical experiences play in teachers’ development of noticing skills, research on ways to support prospective teachers’ noticing in both video-based and authentic classroom settings in the field of science education is scarce. Building on teacher noticing research and the critical incident framework, this article describes a model that engages a group of prospective elementary teachers in the practice of noticing first in a 2-week, online, video-based training module and then in dynamic and complex classrooms when they attend a practicum associated with a science methods course. Detailed descriptions of the model, prospective teachers’ learning outcomes, and thoughts and considerations for implementing the model are shared. Differences between prospective teachers’ noticing journal entries prior to the video-based training module and immediately after, along with their noticing patterns in the practicum classrooms, show the development of prospective teachers’ noticing skills during the semester. Factors that were found to impact prospective teachers’ noticing in video-based and authentic classroom settings include: (a) using the adapted critical incident framework as a scaffolding guideline, (b) providing continuous feedback on prospective teacher noticing journals, and (c) having opportunities to observe science instruction in practicum classrooms.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
References
Barnhart, T., & van Es, E. A. (2020) Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education, 31(5), 491–514. http://doi.org/10.1080/1046560X.2020.1725724
Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83–101. https://doi.org/10.1080/1046560X.2018.1423837
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2022). Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205–232. https://doi.org/10.1007/s10649-021-10128-y
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. https://doi.org/10.1016/S0883-0355(02)00004-6
Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131–1140. https://doi.org/10.1016/j.tate.2011.04.008
Bottoms, S. I., Ciechanowski, K. M., & Hartman, B. (2015). Learning to teach elementary science through iterative cycles of enactment in culturally and linguistically diverse contexts. Journal of Science Teacher Education, 26(8), 715–742. https://doi.org/10.1007/s10972-016-9447-6
Castro Superfine, A., Amador, J., & Bragelman, J. (2019). Facilitating video-based discussions to support prospective teacher noticing. Journal of Mathematical Behavior, 54, Article 100681. https://doi.org/10.1016/j.jmathb.2018.11.002
Copur-Gencturk, Y., & Rodrigues, J. (2021). Content-specific noticing: A large-scale survey of mathematics teachers’ noticing. Teaching and Teacher Education, 101, Article 103320. https://doi.org/10.1016/j.tate.2021.103320
Dalvi, T., & Wendell, K. (2017). Using student video cases to assess pre-service elementary teachers’ engineering teaching responsiveness. Research in Science Education, 47(5), 1101–1125. https://doi.org/10.1007/s11165-016-9547-5
Erickson, F. (2011). On noticing teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17–34). Routledge.
Farrell, T. S. C. (2008). Critical incidents in ELT initial teacher training. ELT Journal, 62(1), 3–10. https://doi.org/10.1093/elt/ccm072
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100
Gotwals, A. W., & Birmingham, D. (2016). Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(3), 365–388. https://doi.org/10.1007/s11165-015-9461-2
Güler, M., Çekmez, E., & Çelik, D. (2020). Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills. Teaching and Teacher Education, 92, Article 103073. https://doi.org/10.1016/j.tate.2020.103073
Hawkins, S., & Park Rogers, M. (2016). Tools for reflection: Video-based reflection within a preservice community of practice. Journal of Science Teacher Education, 27(4), 415–437. https://doi.org/10.1007/s10972-016-9468-1
Howitt, C., & Venville, G. (2009). Dual vision: Capturing the learning journey of pre-service early childhood teachers of science. International Journal of Research & Method in Education, 32(2), 209–230. https://doi.org/10.1080/17437270902946652
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169
Kalinec-Craig, C. A., Bannister, N., Bowen, D., Jacques, L. A., & Crespo, S. (2021). “It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths. Journal of Mathematics Teacher Education, 24(4), 375–398. https://doi.org/10.1007/s10857-020-09464-2
Kang, H., & van Es, E. A. (2019). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
Kilic, H. (2018). Pre-service mathematics teachers’ noticing skills and scaffolding practices. International Journal of Science and Mathematics Education, 16(2), 377–400. https://doi.org/10.1007/s10763-016-9784-0
Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282–294. https://doi.org/10.1016/j.tate.2017.04.019
Mason, J. (2011). Noticing roots and branches. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). Routledge.
Measor, L. (1985). Critical incidents in the classroom: Identities, choices and careers. In S. J. Ball & I. F. Goodson (Eds.), Teachers’ lives and careers (pp. 63–77). Falmer Press.
Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https://doi.org/10.1016/j.tate.2017.04.010
Morrell, P., Park Rogers, M., Pyle, E., Roehrig, G., & Veal, W. (2020). 2020 NSTA/ASTE standards for science teacher preparation. National Science Teaching Association. http://static.nsta.org/pdfs/2020NSTAStandards.pdf
Nott, M., & Wellington, J. (1998). Eliciting, interpreting and developing teachers’ understandings of the nature of science. Science & Education, 7(6), 579–594. https://doi.org/10.1023/A:1008631328479
Richards, J. C. & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511667237
Rodriguez, S. R. (2013). What They See: Noticings of secondary science cooperating teachers as they observe pre-service teachers [Doctoral dissertation, The University of Texas at Austin]. UT Electronic Theses and Dissertations. https://repositories.lib.utexas.edu/handle/2152/21280
Sherin, M. G. (2014). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 383–395). Routledge.
Sherin, M. G., Russ, R. S., & Colestock, A. A. (2011). Accessing mathematics teachings’ in-the-moment noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). Routledge.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125. https://doi.org/10.1007/s10857-007-9063-7
Teuscher, D., Leatham, K. R., & Peterson, B. E. (2017). From a framework to a lens: Learning to notice student mathematical thinking. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 31–48). Springer. https://doi.org/10.1007/978-3-319-46753-5_3
Tripp, D. (2012). Critical incidents in teaching: Developing professional judgment (Classic ed.). Routledge.
Ulusoy, F., & Çakıroğlu, E. (2021). Exploring prospective teachers’ noticing of students’ understanding through micro-case videos. Journal of Mathematics Teacher Education, 24(3), 253–282. https://doi.org/10.1007/s10857-020-09457-1
Wang, L. (2019). Acquisition of knowledge for teaching in site-based secondary teacher education courses [Doctoral dissertation, University of Georgia]. UGA Theses & Dissertations. http://getd.libs.uga.edu/pdfs/wang_lu_201908_phd.pdf
Zummo, L., Hauser, M., & Carlson, J. (2021). Science teacher noticing via video annotation: Links between complexity and knowledge-based reasoning. Journal of Science Teacher Education, 33(7), 744–763. https://doi.org/10.1080/1046560X.2021.1989645