Professional noticing is recognised as a key component of teacher expertise. Videos have been used as valuable catalysts for honing teachers’ expertise in noticing. In this chapter, we interrogate the methodological potential and challenges of video-based approaches to understanding teacher professional noticing of student science and mathematics reasoning in classrooms. We illustrate how video was used in a study to capture and facilitate primary school teachers’ professional noticing, and discuss the extent to which such a study allows us to get closer to, and draw inferences about, the complex and situated nature of noticing by the teachers.
History
Chapter number
5
Pagination
66-82
Open access
Yes
ISBN-13
978-1-138-08942-6
Language
eng
Publication classification
B1 Book chapter
Copyright notice
2019, Wanty Widjaja, Lihua Xu and Wendy Jobling
Extent
16
Editor/Contributor(s)
Xu L, Aranda G, Widjaja W, Clarke D
Publisher
Routledge
Place of publication
Abingdon, Eng.
Title of book
Video-based research in education: cross-disciplinary perspectives