Enhancing pre-service teachers’ relational noticing: Comparing collaborative, individual, and GenAI-enhanced video-based reflection models

Research topic/aim Video-based reflection models help develop pre-service teachers’ noticing—the ability to attend to, interpret, and shape classroom interactions (van Es & Sherin, 2021). In video clubs, teachers collaboratively discuss recordings with peers and a teacher educator; in other formats, they reflect individually with a teacher educator (Authors, 2019). Both approaches foster noticing but mainly provide an external teacher perspective. For relational aspects of teaching, pupil insights are essential because they add an internal perspective that can reduce bias and deepen understanding (Kane & Maw, 2005). Research question: What effect do collaborative, individual, and GenAI-enhanced collaborative video-based reflection have on the development of pre-service teachers’ noticing skills during practicums, and how do their impacts differ? Theoretical framework We combine sociocultural and social constructivist views of feedback with teacher noticing. From a sociocultural perspective, teacher educators act as more knowledgeable others who scaffold learning within the zone of proximal development (Vygotsky, 1978). Evidence suggests expert feedback yields larger noticing gains than peer feedback (Authors, 2018). From a social constructivist perspective, learners must make sense from feedback to improve strategies and performance (Carless & Boud, 2018). This sense-making may be strengthened collaboratively or when linked to pupils’ classroom experiences. Van Es and Sherin’s (2021) noticing conceptualization (attending, interpreting, shaping) offers a lens from a teacher education perspective to analyze these sense-making processes, which have been show to be impacted by reflection and feedback processes in video clubs. Methodology/design In a quasi-experimental pre–post design with 67 first-semester pre-service teachers during a four-month practicum, pre-service teachers film lessons with a focus on relational dynamics and are assigned to three conditions: IG1, collaborative video club reflection with peers and a teacher educator; IG2, individual reflection with a teacher educator (in addition to collaboration); IG3, collaborative reflection enhanced by GenAI-mediated pupil feedback. The GenAI-mediated feedback draws on Lived Experience Descriptions (LEDs), which consist of short pupil narratives about meaningful relational situations, summarized into a one-page brief highlighting themes and representative quotes. Videos of video clubs will be analyzed qualitatively for noticing differences (coded per van Es & Sherin, 2021) and pre-service teachers’ self-efficacy and perspective-taking will be analyzed based on pre-post-testing. Expected results Data collection is ongoing. Repeated-measures ANOVA will test group differences in gains. We expect improvements across all groups, with IG2 benefiting from one-to-one expert guidance and IG3 showing the strongest gains due to added pupil perspectives. We expect IG3 to place more emphasis on pupil perspectives in their noticing processes. Nordic relevance The study shows how reflection models foster relational noticing and feedback processes. Integrating pupils’ voices via GenAI supports a more relational, pupil-centred teacher education suited to Nordic contexts that are facing rising psychosocial challenges. References Authors (2018/2019). Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. AEHE, 43(8), 1315–1325. Van Es, E.A., & Sherin, M.G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM, 53, 17–27. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.