Creating Learning Opportunities for Teacher Candidates to Build Noticing Skills and Self-Efficacy with Classroom Environment

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

Abstract

When teacher candidates (TCs) observe teaching, they often miss key events and subtle teacher actions. In this case study of 11 secondary mathematics TCs, we examined field journals, recordings and transcripts of simulated teaching experiences with coaching, transcripts of a peer discussions, and pre and post surveys to understand what TCs noticed and their self-efficacy with building classroom environments. We found that on their own, less experienced TCs primarily described or simplistically evaluated their teaching and that of mentor teachers. More experienced TCs noticed slightly more, but it was in discussions that deeper interpretations emerged. TCs saw benefit both in addressing classroom environment in methods coursework to build ambitious practices and in having learning opportunities to talk through shared experiences.

Authors

• Casedy A. Thomas, Virginia Polytechnic Institute and State University

• Rose Sebastian, University of Virginia