Teacher Practices Observation Enriched by Collective Discussion: Teacher Noticing as I-Position

Teacher noticing has become a prominent construct in teacher education and professional development research. Teachers' professional development devices are based on their ability to observe, share, and reflect on their teaching practices. In this article, we adopt a socio-cultural perspective to investigate teachers' act of noticing classroom practices, particularly those oriented toward inclusion. Considering this approach, we developed a reflection on teachers' positions as observers of inclusive practices and how this position could impact students' learning. To support this reflection, we collected audio recordings of 25 teacher students attending a teacher education course and their final reflexive written products. From the qualitative data analysis, we identify three different level of positions: I-as-observer of the students, I-as-observer of my own practices with the students, and a meta-position-as-observer of the entire educational context, including their own actions. The implication of the results of this study will contribute to improving and guiding teachers' observation and their noticing ability related to inclusive practices.