Noticing

Part of the challenge of practice-oriented training and working with “core practices” lies in how to make productive use of representations of practice. While the use of instructional videos to illustrate relevant aspects of practice is widespread, a better understanding is needed of what kinds of learning experiences help pre-service teachers learn most effectively through videos. Against this backdrop, we conducted our “Noticing Project” using a quasi-experimental design to answer the question of whether students benefit from learning the content while analyzing videos, or whether additional training in noticing (or perception) is necessary. We conducted the quasi-experiment online over two semesters, each with two seminar groups (summer semester 2021 and winter semester 2021/2022), and collected data on the perception of instructional videos with a focus on classroom dialogue and classroom management. A research article has already been published as a result of the project, and the content-based analysis of hundreds of data points from N = 89 participants is currently underway.

Contact: PhD Susi Klaß de

Recent publication:

Gröschner, A., Klaß, S. & Calcagni, E. (2024). Productive Classroom Talk as a Core Practice: Promoting Evidence-Based Practices in Teacher-Student Interaction in Pre-service Teacher Education. In P. Grossman & U. Fraefel (Eds.), Core Practices from a Global Perspective. Harvard Education Press.