The Role of Pre-Service Teachers in Noticing Student Thinking: A Study in Iranian High Schools

Abstract

This study aimed to explore the challenges faced by pre-service teachers in Iran in noticing and responding to student thought processes during English language instruction, as well as the strategies they employed to engage with student thinking. Utilizing grounded theory and qualitative analysis, the research sought to provide a deeper understanding of these challenges and strategies to inform teacher education practices. The findings revealed significant difficulties in recognizing diverse student thinking and managing classroom dynamics. To address these challenges, pre-service teachers adopted strategies such as open-ended questions and group discussions, which fostered deeper understanding, clarified students' ideas, and promoted a more interactive learning environment. The results highlighted the urgent need for teacher education programs in Iran to develop skills that enhance the ability to respond to students' thinking. Specifically, programs should focus on competencies such as pedagogical competence, cognitive skills, interpersonal communication, reflective practice, technological proficiency, and entrepreneurial competencies. By strengthening these competencies, pre-service teachers can improve their English instruction and effectiveness. Educational programs could benefit from integrating practical experiences like micro-teaching sessions and workshops on effective questioning techniques. This approach will better prepare future educators to navigate student engagement, leading to more effective teaching practices in Iran's educational landscape.