Developing and Assessing Growth in Science Teachers' Professional Noticing Over Five Years

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

Despite calls for a greater focus on students’ ideas in the science classroom, the ability of teachers to both elicit student ideas and make productive in-the-moment instructional decisions remains a challenge. In this study we examine how fourteen expert science teachers, as part of an NSF-funded master teacher fellowship, learn to notice. We draw upon the construct of teacher professional noticing introduced by Jacobs, Lamb and Philipp (2010). To do so, we develop and describe two noticing tasks. Here we describe both the affordances and constraints of each noticing task. Furthermore, we describe the variation in trajectories of growth among the teachers and their alignment to their own self-reported growth.

Authors

• Meredith Vaughn, San Diego State University

• Lauren Emery, San Diego State University

• Makenna Martin, University of California San Diego

• Donna L. Ross, San Diego State University