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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 0000-0003-0359-6586)
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
FullText Text:
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  Data: Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 14
        StartPage: 53
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Video Technology
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Interaction Process Analysis
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Chemistry
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: South Africa
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      – TitleFull: Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms
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