Developing pre-service teachers' noticing skills in mathematics PBL contexts: Effects of a video-based teacher education course

This study highlights the importance of developing teacher noticing skills in the context of mathematics project-based learning (PBL), an area critical for improving instructional quality. The research aims to explore how and the extent to which pre-service teachers (PSTs) develop noticing skills through a video-based teacher education course. Drawing on frameworks of teacher noticing (attending, reasoning, and decision-making) and PBL's six A's (e.g., authenticity and academic rigor), the study employed longitudinal analysis pre-post designs to evaluate changes in PSTs' noticing skills. The findings reveal significant improvements in reasoning skills, with PSTs increasingly adopting interpretive stances and integrating specific mathematical knowledge. Decision-making direction diversified, with a notable rise in proposing next instructional steps. However, PSTs prioritized teacher-centered strategies and struggled to accurately apply PBL principles. Developmental paths varied, with 40 % of PSTs expanding their noticing vision to integrate student thinking and PBL elements, while others retained narrow perspectives. These results underscore the value of structured video-based course in enhancing noticing skills but highlight the need for further research to optimize such programs for better instructional practices. This study contributes to the field by addressing the intersection of teacher noticing and PBL, offering insights into effective teacher preparation strategies.