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Researching Your Own Practice: The Discipline of Noticing
Abstract
Central to caring professions such as teaching is the need to notice and be sensitive to the experiences of pupils and teachers. Starting from this position, Researching Your Own Practice demonstrates that in order to develop your professional practice you must first develop your own sensitivities and awareness. One must be attuned to fresh possibilities when they are needed and be alert to such a need through awareness of what is happening at any given time.By giving a full explanation of this theory and a guide to its implementation, this book provides a practical approach to becoming more methodical and systematic in professional development. It also gives the reader a basis for turning professional development into practitioner research, as well as giving advice on how noticing can be used to improve any research, or be used as a research paradigm in its own right.The discipline of noticing is a groundbreaking approach to professional development and research, based upon noticing a possibility for the future, noticing a possibility in the present moment and reflecting back on what has been noticed before in order to prepare for the future. John Mason, one of the discipline's most authoritative exponents, provides us here with a clear, persuasive and practical guide to its understanding and implementation.
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“Teachers who notice student thinking, that is, identify and make sense of students ' mathematical and scientific ideas and build on these ideas appropriately while making pedagogical decisions, are positioned to support reformoriented, student-centered mathematics and science instruction.”
From Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records (2021) · cites this paper as Mason, 2002
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Cited by
Sorted by citations
Mathematics teacher noticing: seeing through teachers’ eyes
Wright, D. M. (2012) · Research in Mathematics Education · doi:10.1080/14794802.2012.657444 · Cited by 573
The influence of video clubs on teachers’ thinking and practice
van Es, E. A., & Sherin, M. G. (2009) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-009-9130-3 · Cited by 438
Rosaen, C. L., Lundeberg, M. A., Cooper, M., Fritzen, A., & Terpstra, M. (2008) · Journal of Teacher Education · doi:10.1177/0022487108322128 · Cited by 373
Expanding on prior conceptualizations of teacher noticing
van Es, E. A., & Sherin, M. G. (2021) · ZDM · doi:10.1007/s11858-020-01211-4 · Cited by 323
A Framework for the Facilitation of Teachers’ Analysis of Video
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014) · Journal of Teacher Education · doi:10.1177/0022487114534266 · Cited by 317
Metadata
- Authors
- Mason, J.
- Corresponding author
- Mason, John
- ORCID
- Mason, John
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2002-11-01
- OpenAlex
- W4250917592
- Cited by
- 885
- References
- 0
- Citations by year
- 2026: 65 · 2025: 87 · 2024: 53 · 2023: 61 · 2022: 62 · 2021: 72 · 2020: 64 · 2019: 52 · 2018: 52 · 2017: 47 · 2016: 41 · 2015: 37 · 2014: 29 · 2013: 45 · 2012: 18
- FWCI
- 4.90
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Keywords
- noticing, practitioner research, professional development, reflective practice, John Mason, teaching practice, caring professions
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