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“Noticing for Equity”: What Is It, and How Can It Be Developed?
Fri, April 25, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2HSession Type: Symposium
Abstract
Scholars argue that teacher noticing is crucial, and research reviews suggest that it can be cultivated - and impact teachers’ instructional practices. There is ample agreement that noticing involves the processes of perception, interpretation, and decision-making, but there has been a call for research on political, racial, and ethnic aspects of teacher noticing. This symposium contributes by investigating the concept of “noticing for equity”: What is it, and how can teacher education and teacher professional development contribute to its development? The symposium features four papers addressing "noticing for equity" in different ways, ranging from a scoping review of the concept, and three papers investigating pedagogies for, and outcomes of equity-oriented noticing in teacher education and teachers’ professional development.
Sub Unit
Chair
Papers
Learning to notice for equity – a scoping review of the literature on equity-oriented teacher noticing - Inga Staal Jenset, University of Oslo, Norway; Katrine Nesje, University of Oslo; Tracey Lavalette, University of Oslo
Preparing preservice mathematics teachers to notice for equity: A focus on design - Elizabeth A. van Es, University of California - Santa Barbara; Ethan Rubin, University of California - Santa Barbara; Jody Guarino, University of California - Irvine
Noticing student contribution. Teacher candidates’ negotiation of knowledge when discussing model videos from mathematical classrooms. - Håvard Johnsrud Evang, University of Oslo
Noticing for Equity: Teacher Collaboration Around Student Work - Christina Kimmerling, University of California - Irvine; Patricia Fuentes Acevedo, University of California - Irvine; Rossella Santagata, University of California - Irvine