Expanding Teacher Noticing: Perceptions of Secondary Mathematics Teacher Candidates

• In Event: Innovative Approaches in Mathematics and Science Teacher Preparation: Computational Thinking, AI Integration, and Data Science for Enhanced Pedagogy

Abstract

This study explores secondary mathematics teacher candidates’ (TCs’) perceptions of effective teaching through the lens of teacher noticing, expanding on existing frameworks by using narrative case responses and co-constructing analysis with TCs. By analyzing narrative case responses and conducting interviews with TCs from a one-year teacher education program, I explore changes in their understanding of effective teacher moves. Findings reveal that TCs noted shifts in their writing style, connected to personal teaching experiences, and continued to offer insights into effective instructional strategies. This research underscores the value of incorporating teacher candidates' voices in research and offers a novel approach to supporting and evaluating the development of teacher candidates in mathematics education.

Author

• Marjorie M. Hahn, Stanford University