Teacher noticing as a driver of interaction patterns in science classrooms
Teachers’ responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion o...
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| Format: | Article |
| Language: | English |
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Journal of Pedagogical Research
2023-01-01
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| Series: | Journal of Pedagogical Research |
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| Online Access: | https://www.ijopr.com/download/teacher-noticing-as-a-driver-of-interaction-patterns-in-science-classrooms-12865.pdf |
| Summary: | Teachers’ responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion of noticing and responding with a suitable discursive move is important for science teachers to drive interaction. I use data from two South African science teachers’ lessons and video-stimulated recall interviews (VSRI) to show instances where they employed specific discursive moves as a result of noticing and the interaction unfolded in a dialogic manner and instances where they ‘failed’ to notice a pertinent feature of a student’s contribution and the interaction did not move beyond the initiation-response-evaluation (IRE) triad. I discuss the significance of teacher noticing in science classrooms as it influences how the interaction unfolds. I also offer implications for pre-service science teacher education. |
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| ISSN: | 2602-3717 |