Abstract
The aim of the paper is to shed more light on noticing skills and reasoning of 94 student teachers of biology, English and mathematics. Their written reflections about a lesson were divided into units and coded for comments on expert 'important moments'.
Just before entering teaching, students did not demonstrate good noticing skills. The English language students recorded fewer moments, however, they commented on them at a qualitatively higher level.
Mathematics and biology students described and/or evaluated in 50 % of cases, while the English language students did so only in 20 % and otherwise included explanations. The whole sample noticed moments connected to teaching methods more, at the expense of tasks and the teacher.
It has implications for teacher education courses should aim at developing student teachers' noticing skills in terms of the choice and implementation of tasks and their ability to interpret events from lessons.