Nurturing Pre-Service Teachers' Professional Noticing Skills Through Pedagogies of Practice

The study investigated the impact of pedagogies of practice approach on pre-service teachers' professional noticing skills in perimeter and area measurement concepts. Thirty-two pre-service teachers engaged in a video-based module situated in pedagogies of practice framework, and the analysis of three pre-service teachers was provided for in-depth exploration. The findings showed that there was mostly an increase in the level of evidence provided by the pre-service teachers at the end of the sessions. More specifically, two pre-service teachers who initially had weaker skills in attending, interpreting, and deciding how to respond when decomposing the video clips individually in the first session improved their skills in the third session. In addition, learning to professionally notice students' mathematical thinking in perimeter and area measurement in the decomposition of the represented practice assisted pre-service teachers in attending and interpreting the students' thinking and deciding on instructional actions in the approximation of practice. In this way, all three pre-service teachers provided robust levels of evidence for the noticing prompts in the approximation of practice. Our findings suggest integrating pedagogies of practice in pre-service teacher education since it nurtures the development of pre-service teachers' professional noticing skills.