The use of classroom videos as mediator for authentic observing and reasoning in teacher education has shown a range of advantages (Blomberg et al., 2014), and there is a respectable body of studies, especially in the subject mathematics and on more generic approaches. But there is little research related to other subjects (Dindyal et al., 2021). In Danish teacher education, five course designs that includes the use of classroom videos and the three phases observe, reason and predict, that is the learning to notice framework (van Es & Sherin, 2011), have been developed and carried out parallel in the three subject didactical courses: Danish L1, English L2 and Mathematics. Unlike many other studies, where the learning to notice courses are separated from regular teaching (Amador et al., 2021), the challenge was to integrate the five designs into the regular courses.

According to a recent literature review on methodological issues there is also a limited number of studies based on subject-comparative approaches and longitudinal investigations (Amador et al., 2021). Hence, the purpose of this study is to explore this approach from a longitudinal perspective. The research question of this paper is what characterises student teachers’ development of noticing and reasoning competences in three different subjects over the period of their first two years of teacher education.

Both the concept of noticing and the concept of reasoning seems to vary from study to study. While the distinction between novice noticing and teacher noticing appears more obvious (Stahnke & Blömeke, 2021), it remains unclear what counts for professional reasoning. Considering different educational traditions there are different expectations of what kind of didactical arguments and forms of knowledge are valued and approved in reasoning (Blömeke et al., 2014; König et al., 2014). In addition, one may assume differences between subject traditions (Blömeke et al., 2016). The investigation of noticing and reasoning competencies tries to identify progression or degression (Amador et al., 2021) of the student teachers’ accurateness of noticing, the use of different kinds of didactical knowledge and kinds of arguments, and the ways of connecting the observed with didactical forms of knowledge during the path of two years teacher education.

The primary data for this paper consists of written work from the student teachers (3 courses x 5 designs x 20 students), transcripts from group discussions (3 courses x 5 designs x 6 groups), recordings of plenary discussions with teacher educators (3 courses x 5 designs). Supplementary, data planning documents and the used video clips. In a longitudinal study, one may consider that the development of students noticing and reasoning competences not only progress, but also stagnation and degression may occur (Amador et al., 2021). In order to identify noticing and reasoning competencies a coding structure with theory-based and grounded codes is developed. Measuring noticing competencies is not easy (Jacobs, 2017). Our coding structure for noticing and reasoning competencies is inspired by the frameworks of van Es (2011) and Rotem & Aylon (2023). For noticing competencies attention to critical event and the accurateness of describing is central, whereas for the reasoning competencies the question of what kind of knowledge counts as important. Pedagogical knowledge is often defined as “principals of teaching” that ought to be connected to the observed situation (van Es, 2011). We believe, that teacher reasoning competencies have to be approached more broadly. For that purpose we try to apply the six forms of knowledge developed by Bereiter (2002) including embodied, episodic and impressionistic knowledge. Such an approach seems to be close to authentic teacher reasoning in schools. Our analysis builds on a multiple coding procedure in Nvivo in order to identify patterns for student teachers’ development of competences between subjects over time in relation to the five course designs (Auerback & Silverstein, 2003). In the first step and after a pilot double coding process, the collected data from the five courses are coded with the developed coding structure. In the second step, interesting patters are identified and the selected data analysed in depth by a thematic approach (Braun & Clarke, 2006, 2019). We are looking for patterns in a development perspective from course one to five, and we are comparing the development patterns in mathematics, L1 and L2 (English).

Central to our research question, we expect progression, stagnation and degression patterns for the development of student competences that differ over time dependent on students’ knowledge and prior experiences, the different subjects, and the didactical designs and practices of the noticing courses. What concerns the progression of the students’ development over a period of two years, it is important to consider the students’ point of departure in noticing and professional reasoning (Rotem & Ayalon, 2023), the students’ experiences from field practices, and possibly the students’ previous professional experiences as substitute teacher. Further, the students’ development of competencies may depend on their prior school experiences as pupils, but also on their basic beliefs related to what school and teaching is about. As this study is the first of its kind in the Danish teacher education, we also pursue explorative purposes. The students’ development of competencies seem to depend highly on the intentions, frames and enactment of the five course designs. Thus, the results have to consider in which ways the common design principles were carried out in the Danish, English and Mathematic courses, respectively. These differences may relate to different subject-specific aspects, and on a micro level, the teacher educators dialogic facilitator moves appear critical (Borko et al., 2014).

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