Abstract
This study explored the observations of pre-service teachers (PSTs) and what they identify as significant events on a skill mastery and video assessment platform known as GoReact. Students in upper and lower divisions of a teacher education program in a southeast central regional university observed a video lesson and noted events they deemed important (what we identify as “noticing”), along with explanations for their choices. We sought to understand how the PST’s class standing in their program influenced the types of noticing during the lesson observation. Preliminary findings suggest that students’ noticings varied considerably based on their place in the lower or upper division in the program. Lower division students (freshman and sophomore) predominantly focused on more simplistic understandings of teaching, such as classroom management and student behavior. In contrast, PSTs in the upper division of the program (juniors or seniors) tended to identify more nuanced aspects of teaching, such as instructional strategies and student engagement techniques. This variation indicated more advanced observational skills, which highlights the importance of education and experience in shaping what PSTs noticed and perceived as important in a teaching context. The results have implications for teacher education programs, suggesting a need to tailor observational training to enhance the ability of students to recognize and interpret complex teaching dynamics through recorded lessons in GoReact. By understanding what future educators notice, education preparation programs can better support the development of PSTs’ observational skills, ultimately contributing to more effective teaching practices.
Recommended Citation
Thornburgh, William R. and Zucarro, Emily
(2025)
"Enhancing Teacher Education in Rural Contexts Using Reflective Tools for Practice,"
Journal of Excellence in College Teaching and Learning: Vol. 21, Article 5.
Available at:
https://encompass.eku.edu/kjectl/vol21/iss1/5
