Pre-service teachers’ noticing: On the way to expert target

Unlike prevailing research focusing on what pre-service teachers attend to in a lesson and how they interpret it, the study investigates content of their comments, knowledge-based reasoning whether it agrees with experts’ views. Study 1 determined dimensions quality teaching pertinent lessons which new subject matter is introduced made noticing target. In 2, (n = 174) at end university written reflection video lesson, was compared against Most could not discern situations important for deep work lesson. They failed apply theoretical knowledge interpretation ones mentioned. Only half comments included reasoning, views were mostly partially consistent or inconsistent ones. This highlights need focus content-related teacher preparation developing ability instructional concrete lessons.