Novice Teachers' Attention to Student Thinking

Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The...

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Bibliographic Details
Published inJournal of teacher education Vol. 60; no. 2; pp. 142 - 154
Main Authors Levin, Daniel M., Hammer, David, Coffey, Janet E.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2009
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
Attention
Beginning Teachers
Classroom Techniques
Curriculum Development
Elementary Secondary Education
Methods
Practice
Professional development
Science education
Science Teachers
Student Attitudes
Teacher Education
Teachers
Teaching Methods
Thinking Skills
Training
United States
attention
teacher education
science education
teacher development
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Summary:Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer framing as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487108330245