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Teacher Practices Observation Enriched by Collective Discussion: Teacher Noticing as I-Position.

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Title: Teacher Practices Observation Enriched by Collective Discussion: Teacher Noticing as I-Position.
Authors: Impedovo, Maria (AUTHOR), Ligorio, Maria Beatrice (AUTHOR)
Source: Journal of Constructivist Psychology. Jan-Mar2026, Vol. 39 Issue 1, p141-164. 24p.
Subjects: Observation (Educational method), Teacher role, Sociocultural factors, Reflective learning, Professional education, Multicultural education, Teacher education
Abstract: Teacher noticing has become a prominent construct in teacher education and professional development research. Teachers' professional development devices are based on their ability to observe, share, and reflect on their teaching practices. In this article, we adopt a socio-cultural perspective to investigate teachers' act of noticing classroom practices, particularly those oriented toward inclusion. Considering this approach, we developed a reflection on teachers' positions as observers of inclusive practices and how this position could impact students' learning. To support this reflection, we collected audio recordings of 25 teacher students attending a teacher education course and their final reflexive written products. From the qualitative data analysis, we identify three different level of positions: I-as-observer of the students, I-as-observer of my own practices with the students, and a meta-position-as-observer of the entire educational context, including their own actions. The implication of the results of this study will contribute to improving and guiding teachers' observation and their noticing ability related to inclusive practices. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Constructivist Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teacher Practices Observation Enriched by Collective Discussion: Teacher Noticing as I-Position.
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  Data: <searchLink fieldCode="AR" term="%22Impedovo%2C+Maria%22">Impedovo, Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ligorio%2C+Maria+Beatrice%22">Ligorio, Maria Beatrice</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Constructivist+Psychology%22">Journal of Constructivist Psychology</searchLink>. Jan-Mar2026, Vol. 39 Issue 1, p141-164. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
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  Data: Teacher noticing has become a prominent construct in teacher education and professional development research. Teachers' professional development devices are based on their ability to observe, share, and reflect on their teaching practices. In this article, we adopt a socio-cultural perspective to investigate teachers' act of noticing classroom practices, particularly those oriented toward inclusion. Considering this approach, we developed a reflection on teachers' positions as observers of inclusive practices and how this position could impact students' learning. To support this reflection, we collected audio recordings of 25 teacher students attending a teacher education course and their final reflexive written products. From the qualitative data analysis, we identify three different level of positions: I-as-observer of the students, I-as-observer of my own practices with the students, and a meta-position-as-observer of the entire educational context, including their own actions. The implication of the results of this study will contribute to improving and guiding teachers' observation and their noticing ability related to inclusive practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Constructivist Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10720537.2025.2488359
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Teacher role
        Type: general
      – SubjectFull: Sociocultural factors
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      – SubjectFull: Reflective learning
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      – SubjectFull: Multicultural education
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      – SubjectFull: Teacher education
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              Text: Jan-Mar2026
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              Y: 2026
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