Characterizing pre-service teachers’ noticing of critical classroom events: A study in the context of information technology education

This study examines teacher noticing in the context of information technology education in China. Using qualitative methods, it investigates how pre-service teachers (PSTs) perceive, interpret, and make decisions about critical classroom events through a multi-level framework integrating the perception-interpretation-decision-making (PID) model with micro-level frameworks for perception and interpretation. Seventy-two PSTs participated, observing video recordings of instructional practices and identifying 366 critical events. Video-stimulated recall interviews were conducted to understand their interpretation levels, decision-making, influencing factors, and interrelationships among noticing components. The findings show that PSTs primarily focus on cognitive aspects, provide mainly semi-interpretive explanations, and suggest alternative instructional methods while considering student characteristics. Developmental analysis further suggests non-linear relationships among perception, interpretation, and decision-making across stages of teacher preparation. Insights into teacher noticing can inform teacher preparation programs, equipping PSTs with the competence to navigate complex classroom situations.