I realised I didn’t do that! Future teachers’ noticing and reasoning processes when analysing videos of their assessment practices
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Date
2025
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Abstract
This research explores the formative assessment practices of 11 pre-service primary education teachers in Chile, focusing on their noticing and reasoning processes through the analysis of their own classroom video recordings. Using stimulated recall interviews, we analysed the aspects that captured their attention and their reasoning regarding the selected episodes. We conducted thematic analysis using inductive and deductive coding to define categories and themes. We initially conducted a cross-case analysis to then examine individual patterns we refer to as profiles. Our results reveal two reflection profiles: criterion-based and integrative. In both profiles, the teachers focused on analysing the implementation of their formative assessment strategies. However, their reasoning differed: student teachers in the criterion-based profile made general associations, often using checklists, whereas those in the integrative profile provided more in-depth explanations, connecting their observations with previous experiences. Our findings demonstrate that, although watching lesson videos can benefit teachers, it may not improve the quality of analysis without the proper educational scaffolding. Furthermore, the difficulties participants reported in gathering student learning evidence and providing feedback to students highlight the importance of intentionally incorporating these practices to teacher education programmes.
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Keywords
Formative assessment, Noticing, Reasoning, Lesson videos, Pre-service teachers, Professional vision