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.
International Journal of Educational Technology in Higher Education,
Journal Year:
2022,
Volume and Issue:
19(1)
Published: May 23, 2022
Abstract
When
analyzing
classroom
video,
pre-service
teachers
can
improve
their
professional
vision,
that
is,
ability
to
notice
important
events
in
a
and
interpret
them
based
on
theoretical
knowledge.
However,
learning
with
video
is
especially
challenging
for
novice
learners.
Thus,
needs
be
embedded
into
an
instructional
context
effective.
In
experimental
study
89
biology
teachers,
we
investigated
the
effect
of
short
vision
training
whether
two
design
principles
from
multimedia
research—namely
segmenting
self-explanation
prompts—could
additionally
increase
effects.
one-hour
session
small-group
tutoring
strategies,
participants
watched
practice
examples
either
as
whole
or
segmented.
After
each
segment,
respectively,
they
received
open
focused
prompts
analyze
scene.
We
assessed
participants’
skills
before
after
training.
Overall,
performance
substantially
increased
pretest
posttest.
Moreover,
during
training,
both
segmented
led
noticing
relevant
strategies.
This
advantage
however,
did
not
result
higher
improvement
posttest
scores
compared
who
worked
less
supported
phase
conditions.
discuss
possible
explanations
why
additional
support
but
gains
suggest
fading
means
achieve
persistent
ECNU Review of Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 2, 2025
Purpose
This
study
aims
to
investigate
the
noticing
ability
of
Chinese
in-service
mathematics
teachers
(ISTs)
when
observing
exemplary
lessons
online
using
two
different
frameworks.
Design/Approach/Methods
The
24
ISTs
was
examined
based
on
three
dimensions:
agent,
topic,
and
stance.
data
were
collected
qualitatively
through
guided
questions
during
video
observation
activity,
their
levels
analyzed
existing
Findings
Utilizing
Focused
Framework,
exhibited
a
greater
breadth
depth
noticing,
in
relation
both
students’
mathematical
thinking
teaching
pedagogies.
Their
abilities
surpassed
those
utilizing
an
Open
with
enhanced
sensitivity
adapting
strategies
better
address
reasoning.
also
revealed
limitations
current
practices
classroom
teacher
reflections.
Originality/Value
provides
valuable
insights
into
effectiveness
various
frameworks
enhancing
skills.
It
highlights
importance
further
research
within
Eastern
contexts.
findings
have
significant
implications
for
teachers’
professional
development,
advocating
integration
education
programs
improve
discern
critical
elements
pedagogical
practices.
Frontiers in Education,
Journal Year:
2025,
Volume and Issue:
9
Published: Jan. 3, 2025
What
does
it
mean
and
how
look
for
practical
measurement
-
a
cornerstone
of
improvement
science
methods
to
support
equity
justice
in
schools?
Practical
measures
are
not,
themselves,
“silver
bullet”
that
will
make
school
systems
more
equitable
just,
but
we
propose
they
may
ways
reflecting
on
understanding
the
current
system
lead
shifts
organizational
routines.
This
author
proposes
5
routines
position
as
resource
just
processes.
These
are:
(1)
Attending
reflect
day-to-day
practices
processes
justice;
(2)
Identifying
instructional
moves
teachers
can
test
advance
(3)
Positioning
students
take
ownership
over
learning
environment;
(4)
Developing
interpretations
identity
shapes/
is
shaped
(5)
Surfacing
building
minoritized
students’
strengths.
five
examined
context
development
effort
between
WestEd
CARE
Network
at
High
Tech
Graduate
School
Education.
collaboration
led
measure
focused
experience
status
hierarchies
math
classrooms.
The
authors
consider
teachers’
uptake
use
these
tools
relative
justice.
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.
