Technology Pedagogy and Education,
Journal Year:
2024,
Volume and Issue:
33(2), P. 149 - 164
Published: Jan. 5, 2024
The
purpose
of
this
study
was
to
compare
two
simulated
classrooms
(virtual
vs
physical)
in
terms
how
they
affect
pre-service
teachers'
perceptions
and
noticing
ability.
A
total
57
elementary
school
teachers
participated
(28
virtual
Cartoon
Classroom
29
physical
Bear
Classroom).
results
were
mixed.
In
the
quantitative
results,
no
significant
difference
between
group
found
any
dimension
perception
or
noticing,
with
exception
perceived
authenticity,
indicating
that
these
are
equally
useful
teaching
simulations
for
measuring
a
teacher's
skills.
On
other
hand,
qualitative
indicated
be
more
authentic
relaxed
have
fewer
technical
issues
than
Classroom,
whereas
easily
focused
participants'
attention
on
students'
ideas.
Research Square (Research Square),
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 1, 2025
Abstract
Teachers’
professional
noticing—often
conceptualized
as
their
situation-specific
skills
of
perception,
interpretation
and
decision-making—constitutes
an
important
component
competence.
Noticing
has
become
increasingly
significant
worldwide
in
the
pursuit
inclusive
mathematics
education
classroom
settings,
whereby
teachers
are
required
to
provide
equal
opportunities
for
students
across
all
ability
levels.
However,
current
teacher
noticing
frameworks
lack
requisite
specificity
support
education,
particularly
regarding
diagnostic
applications
adequate
learning
support,
thus
a
revision
existing
is
warranted.
On
one
hand,
such
must
incorporate
selected
facets
knowledge,
including
mathematical
pedagogical
content
knowledge
(MPCK)
general
(GPK)
specified
teaching;
on
other
differentiation
into
dispositions
decisive
components
competence
viewed
continuum
be
considered,
Sigrid
Blömeke
et
al.
suggested
seminal
framework.
This
paper
describes
methodological
challenges
associated
with
development
standardized
instruments
measure
teachers’
within
undertaken
by
project
Teacher
Education
Development
Study
–
Inclusive
Mathematics
(TEDS-IME).
Using
large
sample
628
pre-service
in-service
teachers,
aims
examine
dimensionality
expert–novice
differences
pattern
facets.
Our
findings
indicate
that
newly
developed
video-based
instrument
serves
reliable
multidimensional
measurement
both
teachers.
CBE—Life Sciences Education,
Journal Year:
2025,
Volume and Issue:
24(1)
Published: Jan. 15, 2025
Quantitative
reasoning
(QR)
is
a
key
part
of
biology.
Here,
we
apply
the
theoretical
framework
student
noticing
to
investigate
into
how
students
learn
QR
in
an
intro
bio
lab
course.
Using
observations
and
interviews,
characterize
what
notice
when
working
with
QR,
their
depth
noticing,
factors
that
shape
noticing.
Current Opinion in Behavioral Sciences,
Journal Year:
2022,
Volume and Issue:
48, P. 101225 - 101225
Published: Oct. 7, 2022
Teacher
quality
is
a
critical
factor
that
influences
instructional
and
student
learning
outcomes.
Recently,
the
authors
have
proposed
broadened
views
of
teacher
competence
include
dispositions,
such
as
knowledge,
more
situation-specific
aspects,
noticing,
span
from
dispositions
teachers
to
their
performance
in
classroom.
Mathematics-education
researchers
enriched
conceptualization
competence,
developed
new
measurements,
explored
effective
ways
facilitate
development
competence.
Many
empirical
studies
been
conducted
this
field
investigate
impact
professional
on
mathematics
With
review,
we
intend
provide
synopsis
state-of-the-art
topic
outline
research
perspectives.
ZDM,
Journal Year:
2023,
Volume and Issue:
56(2), P. 249 - 264
Published: Oct. 21, 2023
Abstract
The
teacher
noticing
construct
is
widely
recognized
in
competence
and
education
research,
particularly
the
field
of
mathematics
education.
This
paper
surveys
recent
research
on
published
between
July
2019
2022,
following
an
earlier
literature
review
across
different
disciplines.
study
presented
here
analyzed
118
English-language
articles
peer-reviewed
journals,
focusing
conceptualizations,
methods,
relationships
with
other
constructs,
including
knowledge
beliefs.
findings
suggest
that
cognitive-psychological
perspective
noticing,
which
emphasizes
a
set
cognitive
processes,
remains
predominant
conceptualization.
Recent
characterized
by
high
proportion
studies
based
small
samples
qualitative
methods.
While
several
have
demonstrated
interrelatedness
professional
knowledge,
relationship
beliefs
instructional
quality
has
rarely
been
addressed.
Based
these
findings,
we
highlight
noteworthy
contributions
critical
shortcomings,
directions
for
future
research.
Educational Studies in Mathematics,
Journal Year:
2023,
Volume and Issue:
114(1), P. 35 - 61
Published: May 22, 2023
Abstract
Noticing
the
strengths
in
students’
mathematical
thinking
is
a
critical
skill
that
teachers
need
to
develop,
but
it
can
be
challenging
due
prevalence
of
deficit-based
mathematics
education.
To
address
this
challenge,
teacher
education
course
was
designed
encourage
prospective
engage
reflection
on
their
own
and
others’
framings
shift
focus
towards
noticing
strengths.
The
study
analyzed
written
responses
from
teachers,
collected
at
beginning
end
course,
investigate
framing
thinking.
analysis
focused
aspects
paid
attention
to,
stances
they
took
when
interpreting
thinking,
instructional
moves
proposed
response
Furthermore,
established
spectrum
strength-based
This
allowed
for
identification
each
participant’s
within
range
possibilities,
contributing
more
nuanced
understanding
changes
teachers’
over
time.
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: April 17, 2024
In
this
study,
we
examined
the
effects
of
teaching
internships
and
related
opportunities
to
learn,
such
as
conducting
lessons
or
reflecting
on
practice,
three
facets
teacher
noticing,
perception,
interpretation,
decision-making.
Cross-lagged
these
were
include
reciprocal
influences
each
other
facilitate
insights
into
development
noticing
how
its
can
predict
development.
detail,
study
addressed
research
questions
whether
what
extent
changes
over
course
a
internship
process
variables
influence
in
skills.
Based
sample
175
preservice
teachers
from
six
German
universities,
studied
professional
using
video-based
pre-
posttest
approach.
The
results
indicated
significant
improvement
all
with
small
effect
sizes,
interpretation
was
key
facet
development,
having
an
autoregressive
impact
well
influencing
perception
Only
some
learn
within
showed
For
instance,
connecting
theory
practice
seemed
foster
skills,
while
sole
had
no
decision-making,
even
negative
perception.
Overall,
demonstrated
potential
for
teachers’
skills
highlighted
areas
improvement.
Teaching and Teacher Education,
Journal Year:
2023,
Volume and Issue:
138, P. 104426 - 104426
Published: Dec. 2, 2023
This
study
presents
a
video-based
test
instrument
entitled
CME-Decide
that
focuses
on
pre-service
teachers'
decision-making
skills
as
part
of
their
Classroom
Management
Expertise.
A
sample
284
teachers
viewed
12
short
video
clips
instructional
practice
and
indicated
after
each
how
they
would
behave
in
this
situation.
Correlation
regression
analyses
revealed
the
was
associated
with
perception/interpretation
classroom
management,
general
pedagogical
knowledge,
teaching
enthusiasm,
school-based
learning
opportunities
but
not
university-based
pedagogy.
These
findings
suggest
is
appropriate
for
assessing
competence
development.
