Developing Teacher Noticing Through Connected Mixed-Reality Simulations

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Simulations to Support Identity-Focused Noticing and Teacher Learning (Table 7)

Abstract

This study examines how pre-service teachers' noticing skills develop across a series of connected mixed-reality simulations focused on facilitating text-based discussions for English Learners. Analysis of debrief conversations reveals shifts in what teachers attend to, how they interpret observations, and how they respond instructionally. Findings suggest connected simulations provide a shared context for teachers to develop more sophisticated noticing practices over time, moving from description to interpretation and increasing focus on academic language use.

Author

• Ann Marie Wernick, Ashland University