ABSTRACT
The chapter reports on a case study that investigated how and in what ways reflective tools affected teacher candidates’ noticing during post-observation supervisory conferences. Participants were three pre-service teachers who were observed teaching three teacher-selected literacy lessons and assigned to one of the following three conditions after each lesson: 1 Reflective Question Protocol Only, 2 Video-Based Stimulated Recall plus Reflective Question Protocol, and 3 Feedback (using the state-mandated rubric for teacher candidate evaluation). Findings indicated that feedback alone did not inspire the kind of reflection evoked in the other two conditions. The use of video with the Stimulated Recall protocol prompted the highest level of noticing, indicating that the ability to shift teacher candidates’ perspective from first to third person facilitates noticing and allows for more objective and accurate reflections on their own practice.
