Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework

Teaching and Teacher Education, Journal Year: 2018, Volume and Issue: 77, P. 19 - 30

Published: Sept. 25, 2018

Language: Английский

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Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM, Journal Year: 2021, Volume and Issue: 53(1), P. 119 - 134

Published: Feb. 5, 2021

Abstract Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. education scholars have examined how the development might be supported both in initial and development. In mathematics education, several studies explored use video supporting tool for noticing. It remains unclear this body work builds on various theoretical perspectives prevalent literature, thus broadening our understanding Furthermore, field not systematically extent to which research leveraged affordances digital technologies, whether employed different methods answer questions that are critical educators. This survey paper reviews published last two decades programs centered used learning. Thirty-five peer-reviewed papers written English were identified coded along three dimensions: (1) perspectives; (2) technologies; (3) methods. review summarizes important findings highlights directions future research. Most involved pre-service teachers, only few in-service teachers. Developers large majority took cognitive psychological perspective focused attending/perceiving interpreting/reasoning facets Few video-based software grouping, even fewer randomized grouping. Evidence program effects responding decision making, instructional practice, is limited should extended future.

Language: Английский

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Expanding on prior conceptualizations of teacher noticing

ZDM, Journal Year: 2021, Volume and Issue: 53(1), P. 17 - 27

Published: Jan. 2, 2021

Abstract While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework addresses three key questions. Specifically, suggest attending involves not only selecting particular features instruction to observe, but disregarding aspects classroom interactions are less consequential. In addition, propose stance inquiry observed phenomena central drawing inferences phenomena. Finally, extend the boundaries include shaping , act creating provide increased opportunities attend and interpret noteworthy mathematical interactions. other words, teachers simply passive bystanders in noticing, rather they shape gain access additional information allow for further observation interpretation student thinking.

Language: Английский

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Video-Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019

Technology Knowledge and Learning, Journal Year: 2020, Volume and Issue: 26(4), P. 1061 - 1077

Published: July 7, 2020

Language: Английский

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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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Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events

Educational Psychology Review, Journal Year: 2020, Volume and Issue: 33(1), P. 131 - 148

Published: June 25, 2020

Abstract Dealing with the complexities of classroom and diversity events in situations presents a major challenge for management. The knowledge teacher has processing this complexity depends great deal on their level experience, leading to differences way teachers perceive interpret events. This includes how they monitor maintain an ongoing awareness situations. It also impacts decisions about when act response Research management often focused handle common situations, but does not provide theoretical description from experience affects teachers’ ability manage classroom. article proposes definition scripts by contrasting expert novice Classroom help clarify recognition representation considering expertise influences visual perception mental interpretation. proposed model exposes internal cognitive involved Such insights can be useful helping educators themselves analyze make sense puzzling In turn, may develop training approaches improve factors easily overlooked management, enhancing professional vision. theory underlines centrality facilitating sustaining learning grappling challenges managing

Language: Английский

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360° videos in education – A systematic literature review on application areas and future potentials

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(2), P. 1319 - 1355

Published: Jan. 13, 2023

Abstract As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual panoramic images, multi-perspective viewing options interaction possibilities, they extend advantages conventional video technology. To understand potential using technology for educational processes, systematic literature review analyzed previous scientific articles ( N = 44) about interdisciplinary use according to PRISMA guidelines. In selection, particular emphasis was placed on conceptual distinction between virtual reality videos. By authors, are understood as specific format that has characteristics but is be distinguished from by necessary real recording situation without programmed environments. The results show mainly three purposes: presentation observation teaching–learning content, immersive interactive theory–practice mediation, external self-reflection. Combined with added value other such reality, five categories its medium were identified: increase motivation interest, learn in authentic realistic scenarios, experiences, opportunities learning. These consisted primarily positive motivational effects or

Language: Английский

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Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cognition and Instruction, Journal Year: 2017, Volume and Issue: 35(3), P. 165 - 187

Published: May 3, 2017

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation analysis. We investigate the development of candidates' noticing ambitious mathematics pedagogy context a video-based course designed to cultivate ways seeing interpreting classroom interactions. Qualitative analysis observations teaching at beginning end generated framework practices associated approaches for instructional The 3 include attending features instruction, elaborating on observations, integrating reason instruction. Findings reveal that variations was tied their attention details extent which they integrated examine relation between student thinking, practice, mathematical content.

Language: Английский

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Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention

Teaching and Teacher Education, Journal Year: 2018, Volume and Issue: 76, P. 39 - 49

Published: Aug. 23, 2018

Language: Английский

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Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda

Frontline Learning Research, Journal Year: 2019, Volume and Issue: unknown, P. 1 - 24

Published: Dec. 3, 2019

Diagnosis is a prerequisite for successful professional problem-solving: A physician identifies an appropriate treatment based on diagnosis of the patient’s disease, and teacher selects learning task assessment student’s prior knowledge. Education in academic professions such as medicine or teaching often focuses acquisition conceptual knowledge from lectures books; opportunities students to engage practical diagnostic situations are typically rare. However, applying activities regarded necessary developing competences. In this article, we focus simulations which can actively practicing concerning cases practice. We review link research perspectives competences, their components development. This partly done by exploring commonalities differences competences teaching. Then, present approaches simulation, followed different types instructional support simulations. particular, forms scaffolding during problem-solving, possibly complementary roles expository instruction these kinds environments. Building reviewed, propose framework fostering higher education outline interdisciplinary approach design

Language: Английский

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