Teaching requires noticing through attending to, interpreting, and responding to significant instructional events. To support science learning, elementary teachers must learn the complex work of noticing integrated scientific sensemaking, where students make sense of phenomenon through disciplinary practices. Using qualitative case studies, researchers investigated preservice teachers' noticing when reflecting on rehearsal and classroom enactments within practice-based science methods courses at three universities. Analyses showed common patterns in the teachers’ reflection across the university such as more regularly privileging integrated sensemaking in rehearsal reflections compared to classroom enactment reflections. These findings have implications for rehearsal use within teacher education.

中文翻译：

---

职前小学教师在三所大学基于实践的方法课程中注意到排练和课堂表演的反思

教学需要通过关注、解释和回应重要的教学事件来进行注意。为了支持科学学习，小学教师必须学习注意综合科学意义建构的复杂工作，即学生通过学科实践来理解现象。研究人员利用定性案例研究，调查了三所大学的职前教师在反思基于实践的科学方法课程中的排练和课堂表演时的注意程度。分析显示了全校教师反思的共同模式，例如与课堂表演反思相比，排练反思中更经常地重视综合意义建构。这些发现对教师教育中的排练使用具有影响。