Most teacher preparation programs have embraced the use of video as an
effective methodology for developing teachers’ noticing skills. This study focused on
learning about what secondary mathematics prospective teachers (PSTs) were able to
notice when viewing video of their own co-teaching, particularly in a microteaching setting
that consisted of peers. PSTs documented their observations on an observation tool while
re-watching their video and then identified and ranked their top three observations. The
ranked noticing statements were analyzed based on a grounded theory approach. Overall,
PSTs’ ranked observations were more likely to attend to students and had a strong focus on
mathematics and student learning. Ranked observations equally demonstrated both broad
and specific understanding of video moments and often made suggestions that something
they noticed could be improved in the implementation stage, versus improvements in
planning or changes in themselves. Results support PSTs’ use of video for developing
noticing skills in teacher education programs.

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• What they notice in video: a study of prospective secondary mathematics teachers learning to teach

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