What do first and fourth year pre-service teachers notice when observing teaching?

Abstract

The journey to becoming a teacher requires pre-service educators to view teaching as an informed practice, recognizing and integrating the knowledge and pedagogical reasoning that underpin effective instruction. Despite the objectives of teacher preparation programs, research indicates that pre-service teachers often struggle to connect theoretical concepts from coursework with their practical applications. These programs aim to bridge this gap through coursework and work-integrated learning (WIL). However, during the COVID-19 pandemic, pre-service teachers were unable to partake in in-person practicums. The Teacher Choices in Action module TCiA module provided a unique opportunity for remote engagement with WIL, allowing pre-service teachers to observe video-recorded lessons and analyse them through lesson observation reports. This study utilizes secondary data and adheres to the highest ethical standards. It investigates the aspects of mathematics teaching that first and fourth year pre-service teachers notice when observing a lesson on exponential equations. Drawing on the concept of semantic density from Legitimation Code Theory (LCT), the study explores the complexity of mathematical content knowledge and pedagogical content knowledge reflected in these observation reports. Employing a qualitative case study design, the findings suggest that pre-service teachers demonstrate weaker semantic density, focusing primarily on surface-level aspects of both mathematical content knowledge and pedagogical content knowledge. The Mathematics Teaching Framework (MTF) provided a useful lens for analysing their lesson observation reports, revealing that both first- and fourth-year pre-service teachers prioritized explanatory communication but paid less attention to coherence, learner participation, and lesson goals. This suggests that while they recognize the importance of clear explanations, they may not yet fully understand how these explanations should be embedded within a coherent instructional sequence that actively engages learners. To address these challenges, the study recommends incorporating structured reflection, combining video and in-person observations, and providing explicit instruction on pedagogical reasoning. Encouraging peer discussions and tracking professional noticing over time could further enhance teacher preparation. This research underscores the importance of bridging theory and practice in teacher education. Strengthening professional noticing and pedagogical reasoning can better prepare pre-service teachers for effective mathematics instruction.