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Title: The self as noticer: Supporting preservice teachers’ developing awareness.
Gaining insight into how one’s noticing shapes decision-making can enable a teacher to reflect on how they frame, interpret, and respond to classroom activity and disrupt the influence of dominant ideologies. Working in the context of teacher education, we conjectured that systematically analyzing and reflecting on their own noticing can enable preservice teachers (PSTs) in mathematics to develop more equitable practices. Using data from summative assignments in a course on advancing equitable teaching, we investigate how PSTs use lenses of equitable teaching to make sense of their noticing and develop conceptions of equity. Analysis reveals that PSTs engaged in meaningful reflection and adopted terms from the course but avoided discussing the sociopolitical dimensions of instruction. These findings have implications for course design and facilitation in the context of developing PSTs’ noticing for equity.  more » « less
Award ID(s):
1661164
PAR ID:
10424825
Author(s) / Creator(s):
;
Editor(s):
Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
Date Published:
Journal Name:
Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Page Range / eLocation ID:
1255-1264
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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