Prospective Teachers' Learning to Notice Status in Small Groups

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Teaching Science, Noticing Mathematics: Innovations in Prospective Teacher STEM Learning

Abstract

This study explores how eleven prospective secondary mathematics teachers noticed status occuring in small group while watching a video of mathematics instruction and while reflecting on the enactment of small group work in their student teaching placements. Prospective teacher noticed different aspects of status while noticing video of another’s practice compared to their own. Reasoning about status was more complex and drew on multiple knowledge resources of students when prospective teachers considered their own students. Further, the characteristics of noticings varied whether a student positioned as lower status or higher status was more salient in the video. Implications for teacher educators are discussed.

Author

• Brent Jackson, Michigan State University