Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms
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| Title: | Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms |
|---|---|
| Language: | English |
| Authors: | Khoza, Hlologelo Climant (ORCID |
| Source: | Journal of Pedagogical Research. 2023 7(1):53-66. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Science Instruction, Teacher Student Relationship, Preservice Teacher Education, Case Studies, Video Technology, Recall (Psychology), Classroom Communication, Foreign Countries, Classroom Techniques, Teaching Methods, Teacher Attitudes, Interaction Process Analysis, Secondary School Teachers, Chemistry, Scientific Concepts, Discourse Analysis |
| Geographic Terms: | South Africa |
| ISSN: | 2602-3717 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1381186 |
| Database: | ERIC |
| Abstract: | 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 |
