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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The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability

Heliyon, Journal Year: 2023, Volume and Issue: 9(3), P. e13890 - e13890

Published: Feb. 20, 2023

With the sudden outbreak of COVID-19, many educational contexts shifted from traditional face-to-face instruction to online and remote modes delivery. This inspired a surge scholarly attention in various countries disclose status perceptions stakeholders regarding education. However, most existing studies second/foreign language are limited students' teachers' perceived emotions experiences e-instruction. Moreover, extent which participation importance e-education influence teaching ability has been widely overlooked. To fill this gap, study explored moderating EFL learning activities on their ability. In doing so, questionnaire was spread filled by 453 Chinese teachers with different backgrounds. The results Structural Equation Modeling (SEM) obtained Amos (v. 24) indicated that individual/demographic factors do not affect learning. It also demonstrated time does predict Furthermore, reveal predicted explained 66% variance implications for teacher trainers it improves awareness value technologies L2 education practice.

Language: Английский

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Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 107, P. 103484 - 103484

Published: Aug. 28, 2021

During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed improve PSTs' skills. We conducted a meta-analysis based on quasi-experimental experimental studies. The results showed small significant overall effect (d = 0.41). Cooperating teachers' supervisors' cognitive modeling (i.e., making processes explicit demonstrating teaching-related practices) teaching practices was moderator 0.90). Implications for initial teacher education are discussed.

Language: Английский

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The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers

Computers & Education, Journal Year: 2021, Volume and Issue: 169, P. 104194 - 104194

Published: April 2, 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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Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis

Educational Research Review, Journal Year: 2022, Volume and Issue: 37, P. 100484 - 100484

Published: Sept. 27, 2022

This meta-analysis examined the effects of self-assessment (SA) and/or peer-assessment (PA) interventions on academic performance. The synthesis included 626 effect sizes from 175 independent studies, either using an experimental/quasi-experimental design or a repeated measures design, and involved 19,383 participants in total. Results indicated that SA (g = 0.585), PA 0.606), + (mixed) intervention 0.448) had meaningful difference between interventions, conducted different groups within same study, was not statistically significant. use online technology increased but for SA. Participants with higher mean age more performance gains intervention. For both PA, studies used generated larger than those design. Overall, findings this demonstrated benefits contexts. Implications practice directions future research are discussed.

Language: Английский

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“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Review of Educational Research, Journal Year: 2024, Volume and Issue: 95(1), P. 3 - 52

Published: Jan. 29, 2024

A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This preregistered meta-analysis focuses on whether what degree interventions can promote self-efficacy. We included 115 studies representing 11,284 pre-service in-service teachers in our meta-analysis. Interventions had significant, positive effect the promotion teachers’ ( g = 0.47, RVE SE 0.04, 95% CI [0.40, 0.54]) with no significant differences between pre- teachers. fine-grained coding systematic review targeted sources according Bandura’s sociocognitive theory revealed that overall including mastery experiences did not significantly differ from those without. However, targeting only were most 0.62, 0.11, [0.35, 0.88]). Based further moderator analyses, we recommend integrate reflective elements. Finally, future research should apply stricter study designs more detailed intervention descriptions.

Language: Английский

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Exploring pre-service teachers’ beliefs and practices in a Macau English language teacher education program

Asia Pacific Journal of Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: March 7, 2025

Language: Английский

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Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

Computers in Human Behavior, Journal Year: 2019, Volume and Issue: 102, P. 120 - 131

Published: Aug. 17, 2019

Language: Английский

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Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 98, P. 103243 - 103243

Published: Dec. 3, 2020

Language: Английский

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