Developing Habits of Noticing in Literacy and Language Classrooms
Research and Practice across Professional Cultures
- 174 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Developing Habits of Noticing in Literacy and Language Classrooms
Research and Practice across Professional Cultures
About this book
Noticing is an essential aspect of professional expertise in teaching – a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a 'noticing teacher' in the language and literacy classroom can make a real difference to students' progress as readers and writers, to their literacy attainment and to their engagement with learning.
This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of 'noticing teachers', the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher's work.
Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how 'noticing' operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.
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Information
Table of contents
- Cover
- Half Title
- Title
- Copyright
- CONTENTS
- List of illustrations
- Acknowledgements
- 1 Introduction
- 2 Teacher candidates learn to notice during supervisory conferences
- 3 Noticing as key to meet the needs of developing writers
- 4 Teacher noticing in language and literacy landscapes of practice
- 5 Challenges and transformations of noticing in a new culture: pre-service teachers teach in South Africa to learn to teach in the United States
- 6 TESOL students’ perspectives: noticing classroom practice
- 7 Developing an implemented curriculum of literacy: contrasting approaches to policy and practice
- 8 Developing noticing capacity to support teacher professionalism through dialogic learning with literary texts
- 9 Reflections on ‘noticing’ research and implications for the future
- List of contributors
- Index