The practice of noticing and wondering within school–university partnerships

Purpose The purpose of this viewpoint article is to share reflective narratives of school–university partnership collaborators on the benefits of integrating the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol into their professional roles, learning, and growth. Design/methodology/approach This article is a reflective paper in which the perspectives of various individuals engaged in school–university partnerships are presented to show how they integrate the practice of noticing and wondering within their contexts. Reflective narratives from two teacher educators, one teacher candidate, one teacher, and one school administrator are shared, highlighting their use of and reflections on the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol. Findings Across the various partners and contexts, the practice of noticing and wondering, along with the Noticing and Wondering Protocol, has allowed for rich discussions on instructional practices and student learning. Noticing and wondering have provided partners with a common data collection tool, a pedagogical tool for teaching and learning, and a practice and protocol for collaboration and reflection. Originality/value Developing a reflective and responsive approach to professional learning, for both promising and practicing educators and administrators, is critical for creating innovative and effective learning communities. Through the practice of noticing and wondering and the use of the Noticing and Wondering Protocol, a common lexicon and practice can span across various roles and contexts within a school–university partnership, allowing for collaborative inquiry and professional growth.