ERIC Number: EJ1009337
Record Type: Journal
Publication Date: 2013-Mar
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: N/A
Inferring Teacher Epistemological Framing from Local Patterns in Teacher Noticing
Russ, Rosemary S.; Luna, Melissa J.
Journal of Research in Science Teaching, v50 n3 p284-314 Mar 2013
In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment-to-moment understanding of what is going on with respect to knowledge and learning in the classroom, drives much of teacher practice. The teacher noticing literature documents patterns and trends in teachers' attention during instruction. We suggest first that noticing patterns, particularly local noticing patterns, can be leveraged to make inferences about teacher framing that maintain sensitivity to its dynamics but are also more reliable than existing analytic approaches. Second, we suggest that understanding noticing as driven by framing requires researchers to anticipate, allow for, and capitalize on the fact that teachers are capable of multiple, internally consistent variations in noticing at any given time. To illustrate these claims we present an analysis of one high school biology teacher who implemented a new digital recording technology in her classroom. Using the data from that implementation we identify two distinct local patterns in the teacher's noticing and from those patterns infer two different epistemological frames, one that she adopts during lab work and another during class discussions. We also discuss implications of these multiple framings for the study and training of teacher noticing more broadly. (Contains 3 figures and 6 tables.)
Descriptors: Epistemology, Attention, Cognitive Processes, Secondary School Teachers, Secondary School Science, Biology, Educational Research, Data Collection, Research Design, Video Technology, Teacher Characteristics
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A