Designing for More Equitable Noticing: Creating and Refining Protocols to Support Preservice Teacher Noticing

Developing teacher noticing practices that foster equitable and inclusive learning environments is essential for K-12 science educators. However, there is limited research on how to support preservice teachers in cultivating these practices. This study investigates how intentionally designed noticing sessions shaped preservice teachers’ equitable noticing practices as they observed elementary students’ scientific explanations. Using a design-based research methodology, the study iteratively refined a noticing protocol implemented across three iterations in teacher preparation courses. The analysis focused on how preservice teachers’ attention to and interpretation of students’ ideas evolved across iterations. Findings indicate that preservice teachers’ noticing practices shifted from surface-level observations to more nuanced, asset-based interpretations that recognized students as producers of scientific knowledge. Protocol refinements, including targeted focus questions and structured small group discussions, supported preservice teachers in attending to students’ diverse sensemaking repertoires. This study contributes to the literature by offering a replicable, research-informed model for preparing preservice teachers to engage in equity-oriented science teaching. Future iterations of the protocol should integrate opportunities for preservice teachers to critically examine their own cultural histories, biases, and ideologies in relation to equitable science instruction.