Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the Classroom

Teacher noticing has been termed consequential to teaching because what you see and do not see impacts decisions made within the classroom.Further, how a teacher responds to student thinking depends on what a teacher sees in student thinking.Within this study we sought to understand what teachers noticed within an engineering lesson and the decisions made as a result of that noticing.Findings indicate that student teachers and cooperating teachers drew on their pedagogical knowledge for decisions, rather than taking up the integrated content of student thinking and understanding.These findings serve as a guide for the experiences needed to engage in the complex work of teaching or, more specifically, implementing engineering into instruction through a responsive teaching frame.