Research On The Characteristics And Growth Trajectory Of Pre-service Primary School Teachers' Professional Noticing

The classroom environment is complex and multidimensional,which is especially obvious in the primary school.As one of the important teaching skills of teachers,teachers' professional noticing is helpful to help teachers screen out important events related to“teaching and learning” from the complicated classroom teaching environment to pay attention to,so as to adjust and generate teaching activities in time to ensure students learn efficiently.For pre-service teachers,improving their professional noticing skills will help them accumulate more direct and indirect experience related to teaching and learning in educational practice courses,and carry out effective teaching activities faster in the future teaching process.However,through literature review,it is found that domestic and foreign researches on pre-service primary school teachers' professional noticing mostly focus on the fields of mathematics and science education,and there is a lack of panoramic research on pre-service teachers' professional noticing.In addition,there are relatively few researches on teachers' professional noticing in China,and most of them simply draw on the existing framework of foreign countries about teachers' professional noticing for analysis,so the research framework lacks pertinence.Therefore,it is particularly important to form a research framework and level analysis framework suitable for analyzing the professional noticing of pre-service primary school teachers in China.Based on this,this paper focuses on the professional noticing characteristics and growth trajectory of pre-service primary school teachers,aiming to fully demonstrate the overall characteristics of pre-service primary school teachers' professional noticing content,stance,level,and these grade stage,individual differences.Based on the analysis of level characteristics,to present the dynamic growth trajectory and typical growth trajectory types of teachers' professional noticing development.Based on the principle of purpose-oriented sampling,this paper takes into account the information provided by the research objects and the degree of variation between the objects.Finally,14 primary school education undergraduates in grade 2016 of A University are selected as the research objects to explore the panorama of teachers' professional noticing from the initial period of internship to the end of internship.Among them,the internship phase data is collected by text analysis method,a total of 345 internship weekly diaries,and there are confirmatory interviews.In the mid-internship and post-internship reflection phase,interviews were used to conduct surveys,and a total of more than 240,000 words were generated verbatim drafts,and then all the information was entered into NVivo12 for coding and analysis.According to the analysis of the data based on the research framework of this paper,it is concluded that the overall characteristics and stage characteristics of the content and stance of pre-service primary school teachers' professional noticing,and then construct an overall analysis framework of teachers' professional noticing level.The framework contains 4 major levels and with 8 small specific levels.Through the use of this level analysis framework to show the pre-service primary school teachers' noticing content of “It is both extensive and orderly” and the noticing stance of “description and commentary coexist”,presenting the characteristics of different grades and individual differences.Further analysis of the professional noticing level of pre-service primary school teachers found that under the steadily increasing development trend of their noticing level,there are three typical types of individual growth trajectories: steady,surge,and fluctuating.And this change of noticing level is affected by multiple internal and external factors.In general,the professional noticing of pre-service primary school teachers is as follows: in the wide range of noticing content,more emphasis is placed on the teacher's “teaching”;in the multiple noticing stances,evaluative explanations are the main approach;under the discrete level of noticing,present multi-level differences;in the steadily increasing development,multiple types of trajectories coexist;in the influence of internal and external organizations,the accumulation of teaching experience is the main.Then based on the research conclusions,the research recommendations and prospects of this paper are put forward step by step around multiple subjects.