Characterizing Pre-service Teachers' Noticing in IT Education

• In Event: Developing Preservice Teachers' Professional Noticing: Preservice Teachers' Noticing Across Diverse Contexts

Abstract

This study examines teacher noticing in the context of information technology education in China. Using qualitative methods, it investigates how pre-service teachers (PSTs) perceive, interpret, and make decisions about critical classroom events. Seventy-two PSTs participated, observing video recordings of instructional practices and identifying 366 critical events. Video-stimulated recall interviews were conducted to understand their interpretation levels, decision-making, and influencing factors. The findings show that PSTs primarily focus on cognitive aspects, mainly semi-interpretive, and suggest alternative instructional methods, considering student characteristics. Insights into teacher noticing can inform teacher preparation programs, equipping PSTs with the competence to navigate complex classroom situations.

Authors

• Jingxian Wang, Southwest University

• Xinyan Yang, Southwest University

• Zihan Huang, Southwest University