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.
ZDM,
Journal Year:
2024,
Volume and Issue:
56(6), P. 1153 - 1167
Published: Aug. 17, 2024
Abstract
The
decisions
that
teachers
make
in
transforming
the
curriculum
into
specific
lesson
plans
determine
real
enactment
or
otherwise
of
curricular
ideals.
These
are
shaped
by
resources
available
and
each
teacher’s
goals
orientations.
This
exploratory
study
employs
Schoenfeld’s
decision-making
model
to
examine
how
resources,
orientations
influence
planning
for
mathematics
problem
solving,
different
profiles
primary
Chile.
To
this
purpose,
a
survey
was
conducted
among
40
varying
degrees
ability
experience:
some
were
beginning
teachers,
others
experienced
but
had
no
further
training
teaching
solving
third
group
composed
with
question.
Interviews
two
from
profile
revealed
important
differences
between
three
groups.
Beginning
relied
more
heavily
on
official
such
as
standard
textbooks,
aligning
themselves
school
requirements.
Experienced
demonstrated
strong
inclination
towards
through
approach.
While
acknowledged
importance
promoting
strategies,
they
did
not
usually
adapt
problems
mathematical
content
age/competence
their
students.
Interestingly,
all
groups
under-utilised
sections
emphasise
present
focus
solving.
Finally,
found
experience
alone
is
enough
develop
approach
focused
professional
development
programmes
needed
equip
necessary
skills.
In
addition,
diagnostic
should
be
incorporated
initial
teacher
training.
Zeitschrift für Erziehungswissenschaft,
Journal Year:
2023,
Volume and Issue:
26(3), P. 627 - 652
Published: June 1, 2023
Abstract
Teacher
noticing
has
become
widely
accepted
as
a
principal
component
of
teacher
competence;
it
is
supported
during
university
education
in
many
activities.
However,
only
few
high-quality
standardized
measurement
instruments
exist
that
capture
and
allow
valid
interpretations
how
its
development
depends
on
factors
within
education.
The
present
study
based
video-based
test
instrument
been
developed
to
enable
the
practicing
mathematics
teachers—that
is,
their
perception,
interpretation,
decision-making
skills—with
respect
subject-specific
general
pedagogical
issues
secondary
classrooms.
This
examines
this
for
in-service
teachers
can
be
used
pre-service
at
master’s
degree
level.
Based
sample
313
enrolled
six
German
universities,
investigates
(1)
instrument’s
internal
structure
(scaling
models
item
response
theory)
(2)
association
with
relevant
results
reveal
scaling
model
three
facets
(perception,
decision-making)
was
superior
one-dimensional
model.
Opportunity
learn
average
grades
final
school
examinations
were
shown
significant
predictors
performance.
there
no
effect
university-specific
opportunity
pedagogy
or
experiences
outside
Overall,
suggest
assess
teachers’
School Science and Mathematics,
Journal Year:
2023,
Volume and Issue:
123(8), P. 502 - 514
Published: Oct. 9, 2023
Abstract
Teacher
noticing
is
a
crucial
aspect
of
responsive
and
ambitious
mathematics
teaching,
allowing
educators
to
understand
students'
mathematical
thinking
make
informed
decisions.
However,
this
influenced
by
teachers'
insider
knowledge
(i.e.,
past
present
experience
with
students),
which
shaped
societal
norms,
biases,
expectations,
including
potentially
harmful
deficit
discourses.
This
study
investigates
written
work
from
situated
perspective
using
qualitative
secondary
analysis.
The
goal
exemplify
upper
elementary
use
historical
gained
classroom
interactions
or
informal
school
settings,
along
local
broader
contextual
factors.
Data
analysis
included
in
their
class,
students,
distinctions
orientations
toward
students
thinking.
Results
indicate
how
enhances,
impedes,
does
not
impact
individual
focus
on
the
details
reasoning
evidenced
strategies.
findings
contribute
more
nuanced
understanding
complexities
teacher
emphasize
importance
acknowledging
socio–cultural
context
needed
for
equitable
teaching.
Implications
are
discussed.
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.
