Pre-Service Teachers Notice Student Thinking
Then What
Bibliographic Data
| ID | 4306337 |
|---|---|
| Authors | Tara Barnhart (0000-0002-3531-6924, Chapman University, Orange, CA, USA, corresponding author), Heather Johnson (0000-0003-4311-6065, Vanderbilt University, Nashville, TN, USA), Heather J Johnson, Miray Tekkumru-Kisa (0000-0003-0641-7491, RAND Corporation, Arlington, VA, USA) |
| Year | 2025 |
| Volume | 76 |
| Issue | 1 |
| Pages | 57-70 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871231220604 |
| OpenAlex | W4390612074 |
| Language | EN |
| Citations received | 7 |
| References cited | 39 |
Research has demonstrated that pre-service teachers (PSTs) can learn to notice students' thinking in sophisticated ways by analyzing videos of classroom interactions. What is less clear is how PSTs use what they notice about student thinking to inform how they respond. Secondary math and science PSTs from three teacher preparation programs were invited to analyze a video clip identifying noteworthy moments of student thinking and describing an instructional move they might make and why. A qualitative analysis of their responses indicates that the PSTs overwhelmingly noticed both the substance and the source of students' ideas. However, the patterns in their responses to these moments varied. These findings suggest that PSTs would benefit from spending more time unpacking what it means to respond to students' thinking. The study provides implications for teacher education with respect to the careful selection of classroom clips and tools to support novice teachers developing responsive teaching practices
Critical thinking · Mathematics education · Notice · Pedagogy · Political science · Qualitative research · Sociology · Teacher education · Unpacking · Education and Critical Thinking Development · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Teachers’ noticing and social interactions in the classroom
Examining Coherence in Preservice Mathematics Teachers’ Noticing of Students’ Thinking About Classification in Geometry
Supporting teachers through curriculum-based professional learning
Measuring presence in virtual world teacher education
Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing
Prompts or Protocol
Does Teacher Noticing Matter for Students' Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
Mathematics Teacher Noticing
Researching Your Own Practice
Resources, Instruction, and Research
Redefining teaching, re‐imagining teacher education
Expanding on prior conceptualizations of teacher noticing
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
Video viewing in teacher education and professional development
Orchestrating Productive Mathematical Discussions
Using a video club design to promote teacher attention to students' ideas in science
Studying teacher noticing
Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking
Examining the Responding Component of Teacher Noticing
Naturalistic inquiry
Making Space
Articulating Design Principles for Productive Use of Video in Preservice Education
Preservice Teachers' Skills to Identify Effective Teaching Interactions
A Framework for the Facilitation of Teachers' Analysis of Video
| Unique citing works | 7 |
|---|---|
| Citations per year | 7 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |