Understanding What Kinds of Teacher Noticing Lead to Disciplined Improvisation

• In Event: Teacher Knowledge and Cognition

Abstract

This study explores disciplined improvisation (DI) and teacher noticing in the context of augmented-reality (AR) teaching simulations. A sample of secondary English Language Arts teachers led text discussions in AR-simulations designed to elicit particular teacher noticings, then engaged in retrospective think-alouds. Analyses of simulation footage and think-alouds suggest that DI was most often prompted when a participant attended to students' discourse moves. Participants frequently drew upon their knowledge of students and their ELA teaching expertise when reasoning about moments of DI. This research suggests that scaffolding experiences for teachers to adapt to novel moments in student-to-student discourse and reason openly about these interactions can support teacher learning.

Authors

• Kayce L. Mastrup, California State University - Monterey Bay
  Presenting Author

• Megan E. Welsh, University of California - Davis
  Presenting Author

• Kristen Pilner Blair, Stanford University
  Presenting Author

• Jennifer Higgs, University of California - Davis
  Presenting Author

• Liam Aiello, University of California - Davis
  Presenting Author