The study reported on here focused on pre-service teachers noticing learner thinking in the context of written work. The results show how pre-service teachers engaged in noticing learner thinking and on which aspects of learner thinking they focused. These results and related discussion broaden our conceptualisation of teacher noticing learner thinking as involving both disciplinary and non-disciplinary-specific aspects and provides related pedagogical implications for those who educate teachers.

https://doi.org/10.15700/saje.v41n2a1891

ORCiD iDs of authors:
Sarah Selmer - https://orcid.org/0000-0003-0352-4267
Erna Lampen - https://orcid.org/0000-0003-4376-9242
Denise L. Lindstrom - https://orcid.org/0000-0003-3548-8846