Taking an enactivist perspective, when a teacher talks about what has happened in their classroom their speaking, learning and doing is a function of their structural coupling with the people and contexts of past interactions. With each interaction, they are changed and they change the world that emerges. Drawing on existing models for what can be inferred about teachers’ epistemological framing from what they say about their practice, particularly in response to video clips of the classroom, this report considers one stimulated recall interview with a teacher of mathematics. Their reflections provide a new interaction, building on, yet separate from, what they noticed in the original classroom event. In this context, I consider how the teacher frames accounts of the lesson, giving particular attention to accounts of what was noticed during the lesson and what this might indicate in terms of post-hoc noticing and future classroom observations.
|Title of host publication||BSRLM Proceedings|
|Subtitle of host publication||King’s College, London, Saturday 10th November 2018|
|Publication status||Published - 28 Feb 2019|
- Education and Pedagogy
- teacher noticing
- teacher decisions
- mathematics classroom