Shifts in the Analytic Stance of Noticing: How Teachers Articulate What They Notice When Viewing Ambitious Teaching

• In Event: Examining the Impact of Virtual and Video-Based PD on Teacher Growth

Abstract

Noticing is often studied, focusing on how one notices a particular practice or action at a given time. Fewer studies have focused on how noticing aspects of ambitious teaching occurs over different lesson phases and at various points in time. We engaged 18 practicing teachers in an innovative noticing experience in which teachers were asked to annotate video clips representing ambitious teaching from three phases of a single lesson at two different times--before and after a year-long professional development project. Initial results indicate that teachers became more descriptive and interpretative regarding their professional development, with fewer evaluative comments about what they noticed.

Authors

• Julie M. Amador, University of Idaho

• Ryan Gillespie, University of Idaho