Exploring how novice teachers learn to attend to students in analyzing case studies of classroom teaching and learning

Abstract

In this paper, we explore how candidates in a science teacher preparation cohort attend to the substance of student thinking while watching classroom videos or reviewing students' written work. Our findings suggest that the teacher candidates are able to attend to specific student ideas and reasoning from the beginning of their pre-service preparation, but their practices of attending become more sophisticated over time. We also consider participation dynamics within the cohort, as participants assume different roles and begin to regulate their discussions.