Document Type
Article
Publication Date
10-11-2014
Abstract
This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses.
Recommended Citation
Barnhart, T., van Es. E. (2015). Studying teacher noticing: Examining the relationship between pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
Peer Reviewed
1
Copyright
Elsevier
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons
Comments
NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, volume 45, in 2015. https://doi.org/10.1016/j.tate.2014.09.005
The Creative Commons license below applies only to this version of the article.