Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms

Autor/in	Khoza, Hlologelo Climant
Titel	Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms
Quelle	In: Journal of Pedagogical Research, 7 (2023) 1, S.53-66 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khoza, Hlologelo Climant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	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; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Abberufung; Klassengespräch; Ausland; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Prozessanalyse; Chemie; Diskursanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01