Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection

This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study aims to identify the distinguishing features of STs’ noticing in a Corpus Linguistics approach and enhance our understanding of STs’ habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. Participants were 40 final-year STs majoring in English Language Education and five tutors from the same university. During their 8 weeks of professional practicum, STs recorded their classes and reflected on their practice using the Self-Evaluation of Teacher Talk through Video Enhanced Observation (SETTVEO) tag set and as part of online professional learning communities. A 200,000-word Corpus of Dialogic Reflection (CoDR) was constructed and analysed using the #LancsBox 6.0 tool. Findings highlight novice teachers’ unconsciousness or problematisation of their personal agency, haste in proposing alternative practices, and cognitive or emotional dissonance when they analyse their own videos in group settings. This study has implications for the guidance needed in technology-enhanced dialogic reflection. It suggests how teacher educators could tailor their support to the reflective and professional needs of novice teachers for a more productive, transformative reflection and teacher-learning experience.