Lexical and Indexical Conversational Components That Mediate Professional Noticing During Lesson Study

Abstract

Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students' mathematical thinking. Results indicate that the facilitator supported preservice teachers to identify and provide evidence of student thinking through direct questioning and probing, allowing free discussion, modeling connections of student thinking to mathematics learning theory, and gesturing to explain mathematical concepts. Professional noticing was constrained by discussion of pedagogical procedures and longer talk segments by the facilitator or classroom teacher. Findings suggest that lexical and indexical inclusions in lesson study analysis meetings can support varied levels of preservice teachers' professional noticing. As demonstrated by the facilitator in our study, we recommend facilitators pay close attention to the prompts they pose and how they guide and model analysis of student thinking.

Enhancing Noticing: Using a Hypothetical Learning Trajectory to Improve Pre-service Primary Teachers’ Professional Discourse

“…Current research on teacher noticing has generally centred on supporting teachers, both pre-service and inservice, to engage in professional inquiry focusing on children's mathematical understanding. These studies have used diverse contexts such as video clubs (Coles, 2013;van Es, 2011;Walkoe, 2015), lesson study (Lee & Choy, 2017;Weiland & Amador, 2015), artefacts (Fernández, Llinares, & Valls, 2012;Sánchez-Matamoros, Fernández, & Llinares, 2015;Son, 2013), narratives (Ivars & Fernández, 2018), and one-to-one interviews (McDonough, Clarke, & Clarke, 2002). A common important assumption underlies them all is that growth in teachers' noticing expertise can be inferred from their professional discourse.…”

Exchange on subject pedagogy during lesson study in initial teacher education

“…, 2016). Indeed, several studies on LS in ITE report positive results with regard to the development of subject-pedagogical knowledge, insights, opinions and attitudes (Cajkler and Wood, 2016a; Carter and Amador, 2015; Larssen and Drew, 2015).…”

“…As the LS cycle progresses, the team in principle gains more insight into the question of which interventions help pupils achieve the learning objectives and can directly link this knowledge to their own teaching practice (De Vries et al, 2016). Indeed, several studies on LS in ITE report positive results with regard to the development of subject-pedagogical knowledge, insights, opinions and attitudes (Cajkler and Wood, 2016a;Carter and Amador, 2015;Larssen and Drew, 2015).…”

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

“…Teacher noticing is het metacognitieve proces waarbij docenten het denken en leren van hun leerlingen identificeren, interpreteren en beslissen hoe ze, gebaseerd op deze interpretaties, hun onderwijs zodanig gaan aanpassen dat dit denken en leren bevorderd wordt (Jacobs et al, 2010;Mason, 2011;Van Es;Weiland Carter & Amador, 2015;Criswell & Krall, 2017). Docenten-inopleiding (dio's) lijken in mindere mate dan ervaren docenten in staat te zijn tot kwalitatief goede teacher noticing (Jacobs et al, 2010;Krupa et al, 2017).…”

“…Lesson Study (LS) lijkt een potentieel goede leertaak te zijn om teacher noticing bij dio's te bevorderen (Weiland Carter & Amador, 2015;Amador et al, 2017). LS is in Nederland een relatief nieuwe professionaliseringsbenadering waarbij een team docenten gezamenlijk een leer-of onderwijsprobleem kiest, een onderzoeksles ontwerpt om dat probleem aan te pakken, het leren van leerlingen tijdens die les observeert en data verzamelt om dat leren te onderzoeken en de les op basis hiervan bijstelt en opnieuw geeft.…”