Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing: An Expert–Novice Comparative Study

Abstract

This exploratory study examined the theoretically assumed, but empirically underexplored, reciprocal relationships between teacher noticing and professional knowledge by comparing the noticing processes of expert and novice science teachers. It examined how their domain-specific knowledge (content knowledge [CK] and pedagogical content knowledge [PCK]) influenced these processes. A video-based interview was conducted with 15 preservice and 12 expert science teachers to elicit and approximate their noticing processes, including perception, interpretation, and proposed instructional responses to atypical student thinking. The quantitative analysis revealed that experts more often evaluated tea..