LEARNING TO NOTICE: A STUDY OF PAKISTANI STUDENT TEACHERS’ REFLECTION ON THEIR CLASSROOM VIDEOS

This paper examines the use of videos of Student Teachers' (STs') classrooms to develop their noticing skills as teachers in the Pakistani context. Data were collected from twenty-four students during two teaching practicums in the VII and VIII semesters of a four-year B.Ed program offered in Pakistan’s public university. Analysis of STs' videos, reflections, and classroom observations show that the STs focused on discipline issues in their classroom during the VII semester. The following semester increased attention to their teaching was observed in very few STs. In addition, none of the STs focused on students' thinking in the classroom or connected events directly with larger principles of teaching per se. The findings highlight the importance of using videos to develop necessary skills in prospective teachers and underscore the significance of developing faculty members professionally who teach B.Ed programs with new ideas of teaching and learning