Research has demonstrated that pre-service teachers (PSTs) can learn to notice students’ thinking in sophisticated ways by analyzing videos of classroom interactions. What is less clear is how PSTs use what they notice about student thinking to inform how they respond. Secondary math and science PSTs from three teacher preparation programs were invited to analyze a video clip identifying noteworthy moments of student thinking and describing an instructional move they might make and why. A qualitative analysis of their responses indicates that the PSTs overwhelmingly noticed both the substance and the source of students’ ideas. However, the patterns in their responses to these moments varied. These findings suggest that PSTs would benefit from spending more time unpacking what it means to respond to students’ thinking. The study provides implications for teacher education with respect to the careful selection of classroom clips and tools to support novice teachers developing responsive teaching practices.

中文翻译：

---

职前教师注意到学生的想法：然后呢？

研究表明，职前教师 (PST) 可以通过分析课堂互动视频来学会以复杂的方式注意到学生的思维。不太清楚的是，PST 如何利用他们注意到的学生思维来告知他们如何应对。来自三个教师准备项目的中学数学和科学 PST 受邀分析一段视频剪辑，识别学生思考的值得注意时刻，并描述他们可能采取的教学行动及其原因。对他们的回答进行的定性分析表明，绝大多数 PST 都注意到了学生想法的实质内容和来源。然而，他们对这些时刻的反应模式各不相同。这些发现表明，如果 PST 花更多的时间来解释回应学生的想法意味着什么，他们将会受益匪浅。该研究为教师教育提供了启示，包括精心选择课堂剪辑和工具，以支持新手教师开发响应式教学实践。