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Noticing teaching-leaning situations requires using mathematics knowledge and teaching and learning mathematics knowledge to inform reasoning about learning. This study aims to identify features of preservice teachers’ noticing specific events related to the teaching and learning of mathematics within a learning situation during their internship periods in schools. Twenty-eight preservice teachers who were engaged in their teaching internship periods wrote narratives to report on their classroom experiences; both when observing the teaching of their tutors, and when implementing their own lessons. Results show three different patterns in how preservice teachers use theoretical knowledge to notice teaching-learning situations and the various aspects preservice teachers focus on when using their theoretical knowledge to make informed decisions.

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Preservice Teachers Noticing During the Internship Periods: Connecting Theory and Practice

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  • 发表日期：

    2026年

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  • Pedro Ivars,
  • Mar Moreno

摘要

Noticing teaching-leaning situations requires using mathematics knowledge and teaching and learning mathematics knowledge to inform reasoning about learning. This study aims to identify features of preservice teachers’ noticing specific events related to the teaching and learning of mathematics within a learning situation during their internship periods in schools. Twenty-eight preservice teachers who were engaged in their teaching internship periods wrote narratives to report on their classroom experiences; both when observing the teaching of their tutors, and when implementing their own lessons. Results show three different patterns in how preservice teachers use theoretical knowledge to notice teaching-learning situations and the various aspects preservice teachers focus on when using their theoretical knowledge to make informed decisions.