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|Title:||Teacher Noticing Associated With Responsive Support of Knowledge Building|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Judson, D. (2016). Teacher Noticing Associated With Responsive Support of Knowledge Building In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.|
|Abstract:||Knowledge building is a student-centered, principle-based approach wherein students assume collective responsibility for collaboration and the co-regulation of activity in inquiry within a domain of study with the support of the teacher. Little is understood about the ways in which teachers support knowledge building in the classroom. This paper analyzes to what and how a teacher attends as noteworthy events in the classroom and investigates his associated enacted responses. The construct of teacher noticing was used to identify examples of teacher noticing attuned to students’ ideas associated with responsive actions in the classroom in which the teacher supported knowledge building by empowering students to see and make connections to their own and one another’s knowledge work and the ongoing trajectory of inquiry.|
|Appears in Collections:||ICLS 2016|
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