ABSTRACT
This chapter examines how dialogic learning design affects pre-service teachers’ noticing practices. The goal of the program was to help pre-service teachers (PSTs) develop critical understanding of teaching as intellectual work by giving them opportunities to reflect on how their learning about a literary text was shaped by their teacher’s planning. Data taken from focus group interviews held before and after discussion group activities reveals how pedagogic principles embedded in a program of study shifted PST awareness of noticing. The noticing framework informs the investigation of learning in the classroom demonstrating how individuals took part in an iterative sequence of collaborative interactions. The chapter also proposes the potential for the noticing framework to provide a meta-language for PSTs to reflect on learning design. The findings suggest improvements to professional agency could be scaffolded through explicit use of a framework used to invite teachers to notice what they notice.
