Abstrakt
The invited plenary lecture focused on the ability to notice key features of teaching as part of (student) teachers' pedagogical content knowledge. It is important for the development of their knowing-to act in the moment or of their attention-dependant knowledge.
This knowledge can only be revealed in the classroom and thus, for example, the analysis of videos can help us to label such events when this kind of knowledge is at play. These labelled moments can be used both for the development of the ability to notice and for its investigation in (student) teachers.
But we also need to know what it is that they actually notice without any special training. The article focuses on the methodology and some preliminary results of my long-term research aimed at the following questions: What do (student) teachers attend to when they observe a athematics lesson? How do they interpret the events? Are there any differences in attention and interpretation between student teachers and practising teachers?