From isolated foci to coordinated attending: Critical events identified by novice mathematics teacher-educators

Abstract

This study examines how novice mathematics teacher educators' (NMTEs) attending changes over time, as reflected in the Critical Events in Teacher Education sessions (CETEs) they identify following teacher education sessions they facilitate. The study involved 45 in-service mathematics teachers who completed three cycles of facilitating sessions with pre-service teachers. Following each session, participants identified and analyzed one CETE they considered significant for teachers' learning. A total of 135 CETEs were analyzed using an adaptation of Sherin and van Es's (2009) framework, capturing attention to mathematics, the pedagogy of mathematics teaching, the pedagogy of teacher education, and the coordination of these domains. Findings indicate a shift from single-focus CETEs toward events integrating multiple domains of attention. The study advances research on professional noticing in mathematics teacher education by demonstrating how coordinated attending is manifested across repeated facilitation experiences.