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Transferability of teacher noticing

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Abstract

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice. This study compared PMTs’ noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction. The study documented very different noticing foci of the two groups of PMTs, suggesting that the noticing intervention did, in fact, support the PMTs’ in-the-moment noticing of aspects of instruction that aligned with the goals of the noticing intervention. The findings of the study suggest that noticing skills developed during a university-based noticing intervention can transfer to support novice teachers’ in-the-moment noticing during their classroom practice.

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Notes

  1. These frameworks are described in more detail in the theoretical framework section of this paper.

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Acknowledgements

This work was funded in part by the National Science Foundation (NSF) under Grant no. 1052958. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF. The author thanks Anna Pascoe, Rachel Rupnow, and Jacob Babb for their contributions to the data collection and analysis.

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  1. Michigan Technological University, Houghton, USA

    Shari L. Stockero

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Stockero, S.L. Transferability of teacher noticing. ZDM Mathematics Education 53, 73–84 (2021). https://doi.org/10.1007/s11858-020-01198-y

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