Micro-analysis of noticing is introduced as a method to analyze prospective teacher noticing, one that privileges the high variation exhibited by novice learners. The intent was to understand how prospective teachers’ noticing moments suggest trajectories within and across whole-class discussions. We also focused on how prospective teachers’ responses suggest individual trajectories of noticing in these discussions. We examined prospective teachers’ engagement with a videocase curriculum in a mathematics content course in a teacher preparation program in the US. We contrast prospective teachers’ development of noticing using commonly employed analytic methods in noticing research and discuss the limitations of these methods for characterizing prospective (novice) teacher development of noticing. Findings illustrate how a micro-analysis of noticing as an analytic method illuminates nuanced patterns of prospective teacher noticing in their development of learning to notice in both whole-class and individual scenarios.

引入微观注意分析作为一种分析预期教师注意的方法，这种方法优先考虑新手学习者表现出的高度变化。目的是要了解准教师的注意时刻如何暗示全班讨论中以及跨全班讨论的轨迹。在这些讨论中，我们还将重点放在准教师的回应如何暗示个人注意的轨迹上。我们在美国的教师培训计划中研究了准教师在视频内容课程中参加的数学内容课程的情况。我们在预期研究中使用常用的分析方法对预期教师的发展进行了对比，并讨论了这些方法在表征预期（新手）预期教师发展方面的局限性。研究结果说明了微观的注意分析作为一种分析方法，阐明了准老师注意的细微模式，他们在全班和个别情况下学习注意的发展。