Stefanie SchäferTina Seidel

Noticing and reasoning of teaching and learning components by pre-service teachers

Shortlink: https://www.waxmann.com/artikelART102833

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Abstract

It is important for pre-service teachers to develop professional vision – the ability to use professional knowledge to notice and reason about specific aspects of teaching and learning processes in classroom situations. Noticing and reasoning are considered to be interrelated processes; however, to date few studies have explored the interplay between them. To bridge this gap, we selected a video, on which experts in the field of teaching and learning research agreed on, that two pedagogical strategies – relevant for student learning – can be noticed and reasoned. After N = 109 pre-service teachers observed and commented on the video, we analyzed the quality of their noticing and reasoning abilities using an open question and a qualitative analysis approach which was validated by comparing the results to a second, quantitative measure of reasoning. Our results indicate that pre-service teachers intuitively noticed important classroom events representative of the two pedagogical strategies under investigation. However, they struggled when reasoning about those pedagogies and attempting to match their explanations and predictions with those of experts. The validation showed positive correlations between pre-service teachers’ reasoning as measured using the two approaches. Our study provides specific insights about the importance to consider both: the interrelation between noticing and reasoning as well as the content of reasoning and its match with expert opinions.It is important for pre-service teachers to develop professional vision – the ability to use professional knowledge to notice and reason about specific aspects of teaching and learning processes in classroom situations. Noticing and reasoning are considered to be interrelated processes; however, to date few studies have explored the interplay between them. To bridge this gap, we selected a video, on which experts in the field of teaching and learning research agreed on, that two pedagogical strategies – relevant for student learning – can be noticed and reasoned. After N = 109 pre-service teachers observed and commented on the video, we analyzed the quality of their noticing and reasoning abilities using an open question and a qualitative analysis approach which was validated by comparing the results to a second, quantitative measure of reasoning. Our results indicate that pre-service teachers intuitively noticed important classroom events representative of the two pedagogical strategies under investigation. However, they struggled when reasoning about those pedagogies and attempting to match their explanations and predictions with those of experts. The validation showed positive correlations between pre-service teachers’ reasoning as measured using the two approaches. Our study provides specific insights about the importance to consider both: the interrelation between noticing and reasoning as well as the content of reasoning and its match with expert opinions.

Keywords
Teacher education; Teacher knowledge; Professional vision; Video; Expertise