To make instructional decisions that interrupt inequitable talk in the classroom, teachers must notice it in the first place. In a two-year Professional Learning Experience (PLE) focused on the core practice of facilitating equitable discussions, we found that two different groups of math teachers took up the work of noticing for equity in different ways and with varying degrees of success. We analyzed teachers’ written goals for teaching, videos of their in-person classroom instruction, video recordings of their coaching sessions, and sets of video annotations. Our findings indicate that teachers who noticed for equity: (1) engaged in conversations about status and identity (2) had more student-centered goals, and (3) were more likely to select “bumpy moments” of their instruction to discuss in coaching sessions. These findings have implications for instructional coaches, teacher educators, and professional learning facilitators interested in supporting teachers with noticing inequitable talk in their classrooms.

要做出中断课堂不公平谈话的教学决定，教师必须首先注意到它。在专注于促进公平讨论的核心实践的两年专业学习经验 (PLE) 中，我们发现两组不同的数学教师以不同的方式开展了关注公平的工作，并取得了不同程度的成功。我们分析了教师的书面教学目标、他们面对面的课堂教学视频、他们辅导课程的视频记录以及视频注释集。我们的研究结果表明，注意公平的教师：(1) 参与有关地位和身份的对话 (2) 有更多以学生为中心的目标，以及 (3) 更有可能选择教学中的“颠簸时刻”来讨论辅导会议。