Preservice Teachers’ Noticing in Elementary Student Writing

• In Event: Roundtable Session 13
  In Roundtable Session: Examining Teacher and Student Writing Across Contexts

Abstract

The purpose of this qualitative study is to explore preservice teacher noticing skills in the context of elementary writing instruction, i.e., (1) what teachers see in writing samples, (2) how they interpret or reason about what they see, and (3) the resulting instructional decisions (van Es & Sherin, 2008; Jacobs, Lamb & Philipp, 2010). We present descriptions of three patterns of noticing found in the data, highlighting how the range of what a teacher notices, the stance with which a teacher notices, and the way the teacher translates this into instructional decision-making can result in vastly different learning opportunities for students.

Authors

• Ellen Ballock, Gordon College

• Vicki McQuitty