Teachers' Professional Noticing
Bibliographic Data
| ID | 4254115 |
|---|---|
| Authors | Sharan A Gibson, Pamela Ro, Pamela Ross (0000-0001-5640-4774) |
| Year | 2016 |
| Volume | 55 |
| Issue | 3 |
| Pages | 180-188 |
| Publication date | 2016-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2016.1173996 |
| OpenAlex | W2346318431 |
| Language | EN |
| Citations received | 16 |
| References cited | 26 |
Teachers' instructional practice is pedagogically vulnerable when not anchored within detailed and comprehensive observation and understanding of students' immediate responses during instruction. Professional noticing ability, then, is central to, and integrated within, teachers' ability to provide instruction appropriately adapted to students' immediate needs. This article explicates a model of expert noticing for literacy instruction and relates this model to the characteristics of microadaptive teaching decisions. Characteristics, for example, that distinguish expert from less expert noticing during literacy instruction include detailed hypothesizing, breadth and depth of elaboration, observation of learners' metacognitive behavior, and identification of pivotal events. Teacher noticing ability is generally not related to years of experience, but can be learned through participation in sustained, multilevel professional development with an explicit focus on noticing ability. This complex learning integrates teachers' pedagogical and content knowledge with observation of student behaviors, and supports teachers' learning from practice
Cognition · Cognitively Guided Instruction · Elaboration · Identification (biology · Literacy · Mathematics education · Metacognition · Pedagogy · Professional development · Teaching method · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Expanding on prior conceptualizations of teacher noticing
Teacher noticing
Concept Maps as a Tool for Noticing Geometrical Definitions and Inclusion Relationships
Exploring teachers’ relational dispositions through reflective noticing
Understanding teachers’ professional learning needs
Exploring beginning teachers’ experiences in a liminal phase
Exploring the potential of video-based discussions to support student teachers’ situation-specific skills in initial teacher education
Activating Pre‐Service Teachers' Classroom Management Noticing Through Video‐Annotation With Expert‐Model Feedback
Collaborative research into the “hidden worlds” of children’s peer reading
Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions
From coursework to fieldwork
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Examining teachers’ adaptive expertise through personal practical theories
Creating inclusive classrooms in primary and secondary schools
An analysis of pre-service EFL teachers’ development of adaptive expertise in relation to their mindsets
A Novice Bilingual Teacher's Journey
The instruction of reading comprehension
On Teaching Adaptively
Scaffolding in Teacher–Student Interaction
Professional Noticing of Children's Mathematical Thinking
The Role of Tutoring in Problem Solving
Mathematics teachers’ “learning to notice” in the context of a video club
A second-grade teacher's adaptive teaching during an integrated science-literacy unit
An exhibition and analysis of verbal tapestries
Scaffolding Student Talk
Creative Teaching
American Educational Research Journal, 1964-1968
Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy
Experience and Education
Learning about and learning from expert teachers
Knowledge and Teaching
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers' Classroom Practice
Beyond Knowledge
| Unique citing works | 16 |
|---|---|
| Citations per year | 1,78 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |