Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice

Educational Research Review, Journal Year: 2022, Volume and Issue: 36, P. 100453 - 100453

Published: May 20, 2022

Teacher noticing has become a prominent construct in research on teacher education and professional development; however, the current state of is quite diverse, with different theoretical foundations variety designs. The study described this paper provides systematic review literature published over past two decades. Based full-text analysis 182 articles renowned databases peer-reviewed Englishscholarly journals, reveals dominance cognitive-psychological perspective noticing, especially combination qualitative studies. Although been as holistic concept many earlier articles, more recent studies from last decade tend to differentiate into facets. Overall, small sample sizes are prevalent, which allows for fine-grained but limits generalizability findings. This highlights limitations discussion, such prevalence mainly field mathematics low representation work parts world other than North America Europe. In addition, under consideration examined depth terms their findings improving teachers' through interventions comparisons between experts novices, discussion implications learning notice development.

Language: Английский

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Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: March 10, 2025

Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific behaviours remain unclear. This study investigates how directed at students classroom are associated with visual information processing events, aiming to link professional vision. The involved 51 preservice teachers average 36 days practical experience. Participants' eye movements were recorded tracking while they observed a video stimulus 11th-grade mathematics classroom. Through interview, participants specified their for individual whole after having watched start stimulus. During rest 3-min-long simulation, eye-tracking number duration fixations on students. Goals more longer fixations. In contrast, targeting entire shorter fixation durations students, indicating even distribution attention. Especially mastery drove these patterns; nuanced effects depending goal content saliency behaviours. Preservice teachers' student-oriented shape attention classroom, influencing perceive interaction research highlights importance integrating vision understand cognitive pathways that also demonstrates utility technology exploring processes.

Language: Английский

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Exploring the terrains of mathematics teacher noticing

ZDM, Journal Year: 2021, Volume and Issue: 53(1), P. 1 - 16

Published: March 11, 2021

Language: Английский

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Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

British Journal of Educational Technology, Journal Year: 2022, Volume and Issue: 54(2), P. 467 - 488

Published: July 20, 2022

Abstract Video is a widely used medium in teacher training for situating student teachers classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities immersing lifelike situations, its benefits risks relative to video formats have received little attention research date. The current study randomized pretest–posttest experimental design examine influence video‐ versus VR‐based task on changing situational interest self‐efficacy management. Results from 49 revealed that VR simulation led higher increments self‐reported triggered management, but also invoked extraneous cognitive load than viewing task. We discussed implications these results pre‐service education environments professional purposes. Practitioner notes What already known about this topic popular given ability display situations. Virtual immerses users situations has gained popularity recent years. Situational management vital teachers' development. paper adds outperforms promoting Student felt efficacious after participating VR. video. Implications practice and/or policy an authentic environment needs ensure low load.

Language: Английский

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Exploring the ingredients to the development of coach noticing

Sport Education and Society, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 13

Published: Jan. 3, 2025

Recent sport coaching research suggests that the construct of noticing borrowed from educational pedagogy may be important for coaches. Noticing is an enhanced way attending to and making sense a situation by being attuned past experiences, reflections socio-cultural factors guide coaches' responses. However, little has identified lead abilities notice. The purpose this study was explore contribute development coach noticing. This part larger ethnographic focused on understanding use orchestrate complexity inherent in coaching. Based single interviews with eleven NCAA Division II women's basketball players, two assistant coaches, post-game voice memo head coach, reflective thematic analysis used identify have aided her skills. A commitment relationship building; personal attributes associated care empathy as well observant, thoughtful methodical; emotional awareness control; practice were influenced coach's ability notice effectively. first investigate potential influences Coaches developers can these findings provide guidance how coaches might further develop skills manage their practice. Additional needed other gain insight more greater decision sport.

Language: Английский

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Professional Vision of Preservice and In‐Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons

Science Education, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 10, 2025

ABSTRACT Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, which are part of the complex classroom interactions. This study analyzes skills known as professional vision using an interpretivist research paradigm a sociocultural perspective. The central concern this article describe tacit knowledge about teaching learning that frames guides preservice in‐service biology teachers. To collect data, video clip was used stimulus for 31 group discussions 9 individual interviews with total 115 showed interactions between teacher students, specifically addressing evolution classes. From 40 available cases, subsample 15 contrasting ones in‐depth interpretation typification. comparative analyses reveal these cases share common feature: carried out evaluative mode, participants assessing teacher's actions students' outcomes. In their evaluations, four reconstructed types expressed type‐specific learning. For example, they differ conceptualizations teaching, form basis evaluation: (1) direct transmission scientific norms, (2) establishing facilitating access (3) interaction considers learners' point view, (4) contingent mediation norms. discussion, results related theories strategies theory develop suggestions education development.

Language: Английский

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Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers

International Journal of Science and Mathematics Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 7, 2025

Abstract This study explored secondary science teachers’ attending and interpretation of three engineering practices (SEPs) occurring in a classroom setting. data were further examined to see if teaching experience disciplinary area influenced the teachers SEPs. The collection process involved having talk about instruction they viewed short videos. videos highlighted SEPs: developing using models, analyzing interpreting data, engaging argument from evidence (see NGSS Lead States, 2013). A mixed-method analysis was used examine responses teachers. From this analysis, there four important conclusions. First, most struggled provide full descriptions SEPs Second, being able describe an SEP, at least partially, often coincided with higher level SEP. Third, did not pose barrier their ability point out Fourth, preliminary suggested that new had more sophisticated discussions than experienced teacher counterparts. found are still building knowledge SEPs, connected, noticing may be content specific. These findings have implications for ongoing learning

Language: Английский

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Homeroom teachers’ professional judgments: Analysis of considerations, justifications, and structure

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 159, P. 105004 - 105004

Published: March 14, 2025

Language: Английский

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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Educational Studies in Mathematics, Journal Year: 2021, Volume and Issue: 110(2), P. 205 - 232

Published: Dec. 18, 2021

Abstract Although strong references to expertise in different theoretical approaches teacher noticing have been made the last decades, empirical knowledge about development of from novice expert level is scarce. The present study aims close this research gap by comparing three groups mathematics teachers with degrees professional teaching experience—pre-service at master’s level, early career teachers, and experienced teachers—using data sampled frame program Teacher Education Development Study Mathematics (TEDS-M). Furthermore, construct assessed a differentiated way analyzing facets. Findings confirm that facets can be empirically distinguished—perception important classroom events, their interpretation, decisions regarding further developments. results reveal considerable increase between students practicing teachers. However, contrast other studies, among examples East Asia, stagnation or decrease could observed. Overall, highlights cultural dependency teachers’ noticing.

Language: Английский

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The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes

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.

Language: Английский

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