Shifting Preservice Teachers’ Noticing to (Re)Shape Understanding of Disciplinary Literacy for Equity

• In Event: Preservice Teachers and the Pursuit of Equitable Disciplinary Literacy

Abstract

Although equitable noticing is increasingly important in teacher preparation, little is known about how shifting towards equitable noticing (re)shapes preservice teachers’ understanding of disciplinary literacy. This study investigated how a protocol for noticing of scientific explanations impacted preservice teachers' understanding of disciplinary literacy for equity. Findings revealed shifts in what preservice teachers legitimized in the construction of explanations, including diverse discourse structures and evidence forms, linguistic diversity, and collaborative sensemaking.

Authors

• Tierney B Hinman, Auburn University

• Alison Mercier, University of Wyoming