In this article, we examine the promise of a popular set of sentence stems, “I notice” and “I wonder,” for fostering productive discussion in an online course for teachers. Drawing on teachers’ responses to one another’s classroom reflections, we look for evidence regarding how course prompts encouraging teachers to use these stems influence the types of contributions teachers offer. We analyze teachers’ responses at the module, response, and sentence level, situating our inquiry in the context of common challenges related to discourse in teacher professional learning contexts. Our findings suggest that prompting teachers to report what they “notice” and what they “wonder” may support the development of teachers’ professional vision and exposure to diverse perspectives.

在本文中，我们研究了一组流行的句子词干“我注意到”和“我想知道”的承诺，以促进教师在线课程中的富有成效的讨论。根据教师对彼此课堂反思的反应，我们寻找有关课程提示鼓励教师使用这些词干如何影响教师提供的贡献类型的证据。我们在模块、响应和句子级别分析教师的反应，将我们的调查置于与教师专业学习环境中的话语相关的共同挑战的背景下。我们的研究结果表明，促使教师报告他们“注意到”和“想知道”的内容可能有助于教师职业视野的发展和对不同观点的接触。