Teacher Noticing in Dialogic Classroom: Challenges and Coping Strategies

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Abstract

Teacher noticing has garnered significant attention and recognition in educational science. This study delves into the challenges that teachers encounter while engaging in the practice of noticing within dialogic classrooms, and investigates the coping mechanisms employed to address these hurdles.The research draws upon data obtained from an intervention study aimed at promoting dialogic teaching in Chinese elementary classrooms, enlisting the participation of five teachers. Through thematic analysis, the research sheds light on the obstacles teachers confront in terms of attending and interpreting, and presents the coping strategies employed by the participating teachers to address these challenges effectively.The findings of this study hold significant implications for current research on noticing, teacher professional development and training initiatives.

Author

• Zihong ZHANG, East China Normal University