From turtle in a shell to one that wins the race: noticing identities in interactive classroom learning communities

This research advances notions about how interactive learning environments that intentionally shape learners’ identities can empower students and give them agency. Our work draws on teacher noticing, extends it to the community level, orients towards identity. We provide an instrumental case study approach examines community-identity noticing within a long term design-based project around humanistic communities. use interaction analysis methods rich, micro-analysis of noticing. findings show four types practices include eliciting, elaborating, or adding identity narrative [PEN]; endorsing narrative; nuanced re-authoring (near re-authoring) [NEAR]; suggesting alternative (far [FAR]. framework provides way elucidate authoring is joint accomplishment community. discuss these each have unique role, but ultimately in tandem.