Pre-Service Teachers Noticing and Interpreting Culturally Grounded Pedagogy in the Elementary Science Classroom

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

Abstract

A growing body of research has explored pre-service teacher (PST) noticing in methods classrooms. However, given the importance of field experiences and the persistent theory-practice divide, it is critical to understand what PSTs notice in real-world classrooms—particularly regarding elementary students’ lived experiences and strengths. Drawing from an elementary science methods course, PSTs visited science classrooms weekly over a semester. We conducted a qualitative analysis of their final reflections, focusing on dimensions of culturally grounded pedagogy (students’ strengths, competencies, and lived experiences) and types of noticing (observations and interpretations). Results revealed varied PST interpretations and observations about equity during their field experiences.

Authors

• Lauren Barth-Cohen, University of Utah

• Angela Warnock, University of Utah

• Tracy Dobie, University of Utah

• Connor Warner, University of Utah

• Bailey N. Ondricek, University of Utah

• Liza Romina Escobar, University of Utah

• Lynne Zummo, University of Utah