Elementary preservice teachers’ noticing of exemplary lessons: A comparison of noticing frameworks

Abstract

This study examined 111 mathematics preservice teachers (PSTs) noticing of exemplary mathematics lessons with different frameworks. The results showed differences in the content, stance and level of preservice teachers' noticing under the two frameworks. In the open framework, PSTs’ noticing level is highly concentrated in Mixed(L2), with a wide range of noticing content on teachers' teaching strategies and skills. Teachers' noticing stance mainly uses explanations, most of which are detailed explanations of the noticing content. However, explanatory evidence is insufficient, and most strategies are not targeted. For the focused framework, PSTs’ noticing levels are mainly located on Mixed(L2) and Focused(L3), with relatively concentrated content on students' mathematical thinking, knowledge and skills. Most of the noticing stances were descriptions. In addition, PG-group and UG-group have differences in noticing content, stance and level with the same framework. The findings can contribute to understanding the role of noticing frameworks in teacher noticing research and deepen our knowledge of Chinese PSTs’ noticing ability.