In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing. Second, we present an emerging framework of the responding component of teacher noticing and discuss how it can be used by teacher educators to engage teachers in analytic work in ways that reveal the relationships between what teachers see in students’ thinking and how, when, and toward whom they respond.

在这项研究中，我们调查了一位经验丰富的四年级老师在形成性评估环境中如何回应她的学生的思想，作为她的老师注意练习的一部分。我们开展这项工作的主要目的是分解教师注意事项的响应成分，并利用我们的发现提出一个新兴的框架，以表征这种做法的多维性质。根据这项工作的发现，我们提出了两个关键成果。首先，我们展示了位于教学之外的形成性评估环境如何使教师参与基于实践的注意。第二，