Pre-service teachers’ noticing: On the way to expert target
PDF (English)

Klíčová slova

teacher noticing
knowledge-based reasoning
pre-service teachers teacher noticing
knowledge-based reasoning
pre-service teachers

Jak citovat

Vondrová, N., Novotná, M., Pavlasová, L., Robová, J., Stará, J., & Uličná, K. (2023). Pre-service teachers’ noticing: On the way to expert target. Scientia in Educatione, 14(1), 27-39.


Unlike prevailing research focusing on what pre-service teachers attend to in a lesson and how they interpret it, the study investigates the content of their comments, knowledge-based reasoning and whether it agrees with experts’ views. Study 1 determined the dimensions of quality teaching pertinent to lessons in which a new subject matter is introduced and made a noticing target. In Study 2, pre-service teachers (n = 174) at the end of their university study made a written reflection of a video lesson, which was compared against the target. Most could not discern situations important for deep work with the content in the lesson. They failed to apply their theoretical knowledge in their interpretation of the ones they mentioned. Only half of their comments included knowledge-based reasoning, and their views were mostly partially consistent or inconsistent with the experts’ ones. This highlights the need to focus on content-related important situations in a lesson and their interpretation in teacher preparation and on developing the ability to discern the dimensions of instructional quality in concrete lessons.
PDF (English)


Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131–1140.

Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3–13.

Cheng, S.-C., Hwang, G.-J., & Chen, C.-H. (2019). From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50(5), 2251–2270.

Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y., & Hsieh, F. J. (2021). Do cultural norms influence how Teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking. ZDM, 53, 165–179.

Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.

Hammerness, K., Darling-Hammond, L., & Shulman, L. (2002). Toward expert thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers. Teaching Education, 13(2), 219–243.

Janík, T., Slavík, J., Najvar, P., & Janíková, M. (2019). Shedding the content: Semantics of teaching burdened by didactic formalisms. Journal of Curriculum Studies, 51(2), 185–201.

Jean, G., & Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4), 1023–1042.

Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387.

Killen, R. (2006). Effective teaching strategies. Lessons from research and practice. Thompson Social Science Press.

Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505–514.

Litke, E., Boston, M., & Walkowiak, T.A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Studies in Educational Evaluation, 68, 100956.

Mason, R., & Buschkuehle, C. P. (Eds.) (2013). Images and identity: Educating citizenship through digital arts. Intellect Ltd.

McDonald, S.P. (2016). The transparent and the invisible in professional pedagogical vision for science teaching. School Science and Mathematics, 116(2), 95–103.

Mitchell, R.N., & Marin, K.A. (2015). Examining the use of a structured analysis framework to support prospective Teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575.

Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483–500.

Roose, I., Goossens, M., Vanderlinde, R., Vantieghem, W., & Van Avermaet, P. (2018). Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study. Studies in Educational Evaluation, 56, 71–84.

Santagata, R. (2011). From teacher noticing to a framework for analyzing and improving classroom lessons. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 182–198). Taylor and Francis.

Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online/Journal Für Bildungsforschung Online, 7(2), 34–58.

Schlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM, 50(3), 475–490.

Seidel, T., & Shavelson, F. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.

Sherin, M. G., & van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37.

Sherin, M. G., Russ, R. S., & Colestock, A.A. (2011). Assessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). Taylor and Francis.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Simpson, A., & Vondrová, N. (2019). Developing pre-service teachers’ professional vision with video interventions: a divergent replication. Journal of Education for Teaching, 45(5), 567-584.

Simpson, A., Vondrová, N., & Žalská, J. (2018). Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience. Journal of Mathematics Teacher Education, 21(6), 607–630.

Sonmez, D., & Hakverdi-Can, M. (2012). Videos as an instructional tool in pre-service science teacher education. Egitim Arastirmalari-Eurasian Journal of Educational Research, 46, 141–158.

Star, J.R., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features: A replication study In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117–133). Taylor and Francis.

Steffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional vision of classroom management and learning support in science classrooms – Does professional vision differ across general and content-specific classroom interactions? International Journal of Science and Mathematics Education, 13(2), 351–368.

Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373–394.

Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E.O. Schack, M.H. Fisher, & J.A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts and frameworks (pp. 281–301). Springer.

Stürmer, K., Könings, K.D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–483.

Sugni, M., Barbaglio, A., Bonasoro, F., Gioria, M., Fasano, P., & Pasini, M. E. (2011). The role of models in science: A multicomprehensive experience with the sea urchin Paracentrotus lividus. Procedia-Social and Behavioral Sciences, 93, 1404–1408.

Sun, J., & van Es, E.A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201–214.

van Es, E.A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53, 17–27.

Vondrová, N., & Žalská, J. (2015). Ability to notice mathematics specific phenomena: What exactly do student teachers attend to? Orbis scholae, 9(2), 77–101.

Wiens, P.D., LoCasale-Crouch, J., Cash, A.H., & Romo Escudero, F. (2021). Preservice teachers’ skills to identify effective teaching interactions: Does it relate to their ability to implement them? Journal of Teacher Education, 72(2), 180–194.