The contribution of noticing to the professionalization of science teachers: concept, perspectives and reflections
DOI:
https://doi.org/10.21703/rexe.v24i56.2946Keywords:
Pedagogical practice, Teaching and training, Social interaction, Teacher competencies, Science educationAbstract
The challenges and demands for critical scientific literacy contextualize this article, emphasizing its importance in educating informed and responsible citizens. To achieve this goal, we emphasize the need to transform teaching practices towards a more reflective and interactive approach. To enhance observation and respond to students' needs in the classroom, we present the noticing methodology. In the natural sciences, it represents an emerging field in the search for the improvement of teaching practices, both in PST and in professional practice. Therefore, this study was initiated to explore how this methodology contributes to the discussion on teaching practices, particularly through classroom interactions. Based on this, the objective is defined as to analyze the potential impact of noticing on teaching practices in natural sciences from an epistemological and formative perspective of Chilean teachers. For this purpose, a review is made of the theoretical pillars of the noticing construct and its perspectives: 1) based on expertise, 2) sociocultural, 3) disciplinary, and 4) cognitivepsychological. Then, its impact on professionalization and teacher training in science and its link with reflective practices are discussed. We conclude that this methodology is important both for teachers in training and for those who are already working in the classroom, facilitating continuous and autonomous professional development.
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