Teacher noticing in inclusive mathematics education: Analyzing its structure and expert-novice differences using a novel video-based test instrument

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 1, 2025

Teachers’ professional noticing—often conceptualized as their situation-specific skills of perception, interpretation and decision-making—constitutes an important component competence. Noticing has become increasingly significant worldwide in the pursuit inclusive mathematics education classroom settings, whereby teachers are required to provide equal opportunities for students across all ability levels. However, current teacher noticing frameworks lack requisite specificity support education, particularly regarding diagnostic applications adequate learning support, thus a revision existing is warranted. On one hand, such must incorporate selected facets knowledge, including mathematical pedagogical content knowledge (MPCK) general (GPK) specified teaching; on other differentiation into dispositions decisive components competence viewed continuum be considered, Sigrid Blömeke et al. suggested seminal framework. This paper describes methodological challenges associated with development standardized instruments measure teachers’ within undertaken by project Teacher Education Development Study – Inclusive Mathematics (TEDS-IME). Using large sample 628 pre-service in-service teachers, aims examine dimensionality expert–novice differences pattern facets. Our findings indicate that newly developed video-based instrument serves reliable multidimensional measurement both teachers.

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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Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips

International Journal of Educational Research, Journal Year: 2025, Volume and Issue: 130, P. 102539 - 102539

Published: Jan. 1, 2025

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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Measuring teacher noticing: A scoping review of standardized instruments

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 122, P. 103970 - 103970

Published: Dec. 9, 2022

This scoping review provides an overview of standardized instruments used to measure teacher noticing. A systematic literature search identified 37 publications in English-language peer-reviewed journals describing 22 different test instruments. Regarding the underlying conceptualization noticing, commonly distinguish mental processes (e.g., attending and interpreting) using heterogeneous nomenclatures focus on various aspects teaching. design, are predominantly video-based vary considerably with respect measurement approach requirements. High quality was demonstrated for established However, a general level, desiderata became apparent regarding construct criterion-related validity.

Language: Английский

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Teacher noticing in mathematics education: a review of recent developments

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.

Language: Английский

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Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths

Educational Studies in Mathematics, Journal Year: 2023, Volume and Issue: 114(1), P. 35 - 61

Published: May 22, 2023

Abstract Noticing the strengths in students’ mathematical thinking is a critical skill that teachers need to develop, but it can be challenging due prevalence of deficit-based mathematics education. To address this challenge, teacher education course was designed encourage prospective engage reflection on their own and others’ framings shift focus towards noticing strengths. The study analyzed written responses from teachers, collected at beginning end course, investigate framing thinking. analysis focused aspects paid attention to, stances they took when interpreting thinking, instructional moves proposed response Furthermore, established spectrum strength-based This allowed for identification each participant’s within range possibilities, contributing more nuanced understanding changes teachers’ over time.

Language: Английский

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Professional competence of mathematics teachers in dealing with tasks in lesson planning

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 132, P. 104246 - 104246

Published: July 22, 2023

Teachers' professional competence to select tasks and prepare the task implementation is considered important for instruction that initiates meaningful learning. knowledge individual planning processes are discussed as reasons differences in quality of products, such selected preparation implementation. In a cross-sectional study, future active secondary teachers' knowledge, their task-related lesson products fraction learning were assessed. Professional related process, this can be explained by noticing reasoning during analysis process.

Language: Английский

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Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

Classroom Discourse, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 30

Published: May 8, 2024

This article presents a case study of student-teacher's change in classroom interactional practices as she engages video-enhanced reflections and collaborative feedback encounters during her practicum Sweden. We specifically focus on an practice that can be observed many classrooms: teachers' use (overt) negative evaluation (i.e. 'No!') immediately follows learners' incorrect answers. Using discursive timeline analysis (DTA), which is combination Conversation Analysis Interactional Ethnography, we track the focal phenomenon across (1) video-recorded interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, (4) interviews. demonstrate after getting video-based with video-tagging tool VEO) reflecting overuse evaluation, avoids this future teaching. As illustrates, possible thanks to data-led evidence-based received. Our therefore shows reflection mobile facilitate increased awareness practices. argue digitally enhanced, promote teacher-learning teacher education programmes using provide rich insights into these processes.

Language: Английский

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