Turkish Journal of Education,
Journal Year:
2025,
Volume and Issue:
14(1), P. 93 - 118
Published: Jan. 31, 2025
The
aim
of
this
study
is
to
reveal
and
evaluate
the
attending
interpreting
skills
student
thinking
prospective
teachers,
as
well
their
instructional
suggestions
responding
skills.
current
was
conducted
with
29
mathematics
teachers
(PMTs)
within
a
qualitative
design
in
context
probability.
First,
three
probability
problems
were
asked
sixty-two
8th
graders
(13-14
years
old)
middle
school,
solutions
used
create
tasks
for
PMTs.
PMTs
answered
written
report.
Then,
class
discussion
held,
given
opportunity
revise
initial
reports.
Content
analysis
data
analysis.
demonstrated
partial
or
robust
evidence
students'
thinking.
However,
they
struggled
respond
reasoning.
In
revised
reports,
PMTs'
noticing
better
support
discussion.
This
provides
an
example
approach
that
can
be
teaching
method
courses,
allowing
revealed
improved.
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.
Zeitschrift für Pädagogische Psychologie,
Journal Year:
2022,
Volume and Issue:
36(4), P. 217 - 231
Published: April 5, 2022
Abstract.
Inspired
by
evidence-based
medicine,
many
researchers
in
the
field
of
learning
and
instruction
assume
that
meta-analyses
are
best
scientific
information
source
to
inform
teachers'
practice.
This
position
is
evaluated
critically.
For
this
purpose,
I
first
clarify
my
fundamental
assumptions
about
employing
evidence
for
educational
practice,
as
they
form
basis
later
argumentations
(e.g.,
just
one
several
important
sources
teachers).
Then,
numerous
disadvantages
an
teachers
outlined
piecemeal
information,
partly
inconsistent
information)
and,
on
basis,
argue
should
not
be
considered
a
privileged
source.
Theories
(including
instructional
models)
provide
some
key
advantages
coherent
so
seen
prime
Nevertheless,
theories
also
have
might
advised
rely
multiple
sources,
integrate
them
when
trying
improve
their
Finally,
potential
objections
discussed.
Teaching and Teacher Education,
Journal Year:
2023,
Volume and Issue:
126, P. 104067 - 104067
Published: March 9, 2023
Classroom
dialogue
is
considered
productive
for
learning
but
rarely
observed,
and
practitioner
professional
development
needed.
This
study
investigated
how
67
teachers
across
educational
phases
in
six
countries
contextualised
the
T-SEDA
inquiry
toolkit
to
conduct
classroom
inquiries
develop
new
practices.
Surveys
reports
yielded
insights
into
agency
was
further
developed,
with
implications
sustainability.
Change
evident
self-reported
enhanced
awareness
understanding
of
use
dialogic
strategies.
Increases
students'
participation
plans
dissemination
colleagues
were
reported.
International Journal of Science and Mathematics Education,
Journal Year:
2024,
Volume and Issue:
22(8), P. 1739 - 1760
Published: Feb. 20, 2024
Abstract
We
review
analytic
frameworks
related
to
the
study
of
noticing
in
mathematics
and
science
education
for
purpose
suggesting
trends
research
literature
across
both
disciplines
over
time.
focus
on
highly
cited
articles
research,
along
with
recent
disciplines.
specifically
that
include
an
framework,
understand
state
how
data
are
analyzed.
conducted
extensive
literature,
intentionally
population,
temporality,
methodology,
quality.
The
was
provide
overview
field
noticing,
based
particular
search
criteria
including
framework.
To
be
considered
article
had
a
framework
could
used
analyze
teacher
noticing.
found
frequently
adapted
from
moving
toward
pairing
aspects
effective
instruction
(formative
assessment,
sense-making,
pedagogical
content
knowledge),
whereas
now
consider
context
equity,
which
not
explicit
initial
literature.
Science Education,
Journal Year:
2024,
Volume and Issue:
108(3), P. 701 - 733
Published: Jan. 18, 2024
Abstract
Instructional
shifts
required
by
equitable,
reform‐based
science
instruction
are
challenging,
especially
in
the
elementary
context.
Such
require
professional
development
(PD)
that
supports
teacher
internalization
of
new
pedagogical
strategies
as
well
changes
beliefs
about
how
students
learn.
Because
this
complexity,
many
PD
programs
struggle
to
foster
lasting
shifts,
necessitating
further
investigation
into
why
some
teachers
successfully
embrace
reform
practices
while
others
do
not.
This
qualitative
study
uses
a
nonlinear,
iterative
model
learning
(Interconnected
Model
Professional
Growth;
Clarke
&
Hollingsworth,
2002)
alongside
noticing
help
understand
differentially
make
sense
and
internalize
pedagogies.
Findings
indicate
most
likely
adopt
instructional
from
were
those
who
clearly
connected
student
their
moves.
In
addition,
more
actively
attended
sensemaking
productive
took
up
pedagogies
substantively
than
did
colleagues
solely
engagement
affect.
Finally,
valued
novel
ideas
students’
lived
experiences
change
capacity
learn
science,
thus
see
value
PD.
sum,
structuring
build
on
these
specific
skills
can
encourage
move
away
traditional,
teacher‐directed
practice,
fully
support
practices.
Educational Studies in Mathematics,
Journal Year:
2021,
Volume and Issue:
109(2), P. 263 - 285
Published: Oct. 13, 2021
Abstract
Teaching
mathematical
modeling
is
a
demanding
task.
Thus,
fostering
teachers’
competencies
in
this
regard
an
essential
component
of
teacher
education.
Recent
conceptualizations
include
situation-specific
skills
based
on
the
concept
noticing,
which
particular
interest
for
spontaneous
reactions
needed
when
teaching
modeling.
The
study
described
paper
aims
to
analyze
development
video-based
instrument
measuring
noticing
within
context
and
obtain
evidence
validity
instrument.
Three
kinds
are
examined
three
different
studies:
content
validity,
elemental
construct
validity.
Indicators
could
be
found
through
expert
ratings
implementation
with
target
group,
where
participants
were
able
perceive
all
relevant
aspects.
qualitative
analysis
participants’
reasoning,
consistent
coded
level,
indicates
Moreover,
results
confirmatory
factor
suggest
one
overall
competence
context.
Taken
together,
these
studies
imply
satisfactory
International Journal of STEM Education,
Journal Year:
2022,
Volume and Issue:
9(1)
Published: Feb. 16, 2022
Abstract
Background
STEM
instructors
who
leverage
student
thinking
can
positively
influence
outcomes
and
build
their
own
teaching
expertise.
Leveraging
involves
using
the
substance
of
to
inform
instruction.
The
ways
in
which
undergraduate
contexts,
what
enables
them
do
so
effectively,
remains
largely
unexplored.
We
investigated
how
faculty
teaching,
focusing
on
engage
students
work
during
class.
Results
From
analyzing
interviews
video
a
class
lesson
for
eight
instructors,
we
identified
group
exhibited
high
levels
leveraging
(high-leveragers)
low
(low-leveragers).
High-leveragers
behaved
as
if
was
central
saw
this
they
accessed
thinking,
worked
interpret
it,
responded
moment
after
spent
about
twice
much
time
getting
access
detailed
information
compared
low-leveragers.
then
altered
instructional
plans
from
based
interpretation
thinking.
Critically,
high-leveragers
also
drew
more
extensive
knowledge
component
pedagogical
content
knowledge,
than
did
used
create
substantive
shape
real-time
interpretations,
when
respond.
In
contrast,
low-leveragers
less
frequently,
interpreted
superficially
or
not
at
all,
never
discussed
adjusting
problems
following
lesson.
Conclusions
This
study
revealed
that
all
actively
are
other
words,
student-centered
instruction
is
student-thinking-centered
discuss
possible
explanations
why
some
others
not.
order
realize
benefits
undergraduates,
may
need
support
learning
learn
experiences
by
