Professional learning interventions for inquiry-based pedagogies in primary classrooms: A scoping review (2012–2022)

Mathematics Education Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 9, 2025

Abstract In the contemporary educational landscape characterised by performativity pressures, schools face increasing scrutiny regarding their students’ mathematical outcomes. Inquiry-based approaches in mathematics education offer promising potential to enhance reasoning and problem-solving capabilities across diverse student populations. However, transition from teacher-centred methodologies student-centred, inquiry-based presents significant challenges for educators. This scoping review examines reported professional learning aimed at building teacher capacity implementing instruction, with improve engagement interest subject. Here, refers a teacher’s ongoing ability implement effect change. The provides insights into various hindrances learning, including substantial time investment required, teachers’ confidence levels, challenge of shifting deeply ingrained pedagogical beliefs. Conversely, it identifies range supports facilitating this shift, ultimate goal improving These include school-wide commitments providing opportunities teachers actively collaborate specialist educators mentors within institutions. Findings underscore that is gradual process requiring sustained effort commitment. foundation shift lies cultivating school culture acknowledges addresses complex needs both leaders learning. contributes growing body literature on development education, offering valuable educators, administrators, policymakers seeking instruction outcomes through approaches.

Language: Английский

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A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time

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.

Language: Английский

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Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: April 17, 2024

In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on practice, three facets teacher noticing, perception, interpretation, decision-making. Cross-lagged these were include reciprocal influences each other facilitate insights into development noticing how its can predict development. detail, study addressed research questions whether what extent changes over course a internship process variables influence in skills. Based sample 175 preservice teachers from six German universities, studied professional using video-based pre- posttest approach. The results indicated significant improvement all with small effect sizes, interpretation was key facet development, having an autoregressive impact well influencing perception Only some learn within showed For instance, connecting theory practice seemed foster skills, while sole had no decision-making, even negative perception. Overall, demonstrated potential for teachers’ skills highlighted areas improvement.

Language: Английский

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Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: March 22, 2024

It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows building these can be challenging for teachers signals opportunities education better prepare them relationships. As teachers’ relationship-building competence allows establish with students, even those typically at-risk conflictual relationships, we propose a learning trajectory targeting dyadic implemented in initial education. Such progressively deepening the level of understanding self-reflection throughout three-year program. To address education, relevant competencies, selected previous by an independent expert panel, were translated into specific goals, activities, materials close collaboration partner university colleges. An overview planned quantitative qualitative data collection presented. The could strengthen pre-primary primary programs supporting pre-service competence.

Language: Английский

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Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022

Linguistics and Education, Journal Year: 2024, Volume and Issue: 83, P. 101331 - 101331

Published: July 1, 2024

Language: Английский

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Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 138, P. 104426 - 104426

Published: Dec. 2, 2023

This study presents a video-based test instrument entitled CME-Decide that focuses on pre-service teachers' decision-making skills as part of their Classroom Management Expertise. A sample 284 teachers viewed 12 short video clips instructional practice and indicated after each how they would behave in this situation. Correlation regression analyses revealed the was associated with perception/interpretation classroom management, general pedagogical knowledge, teaching enthusiasm, school-based learning opportunities but not university-based pedagogy. These findings suggest is appropriate for assessing competence development.

Language: Английский

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Teacher competence in inclusive mathematics education: Examining the effects of an innovative professional development program on teacher noticing

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

Published: Jan. 8, 2025

This study investigated the effects of an innovative professional development program aimed at enhancing teacher noticing skills and knowledge in inclusive (mathematics) education secondary algebra instruction. A total 653 participants, comprising master’s students, teachers preparatory service, in-service from Germany, participated a pretest–posttest evaluation design that included control group. The comprised 18 hours coursework integrated novel teaching materials video-based learning activities combined both mathematics pedagogical general perspectives on associated knowledge. results indicated significant improvements teachers’ for intervention group across all facets, particularly under perspective knowledge, compared to exhibited no changes. Effect sizes ranged small medium, suggesting effectively improved participants’ their abilities perceive, interpret, make decisions contexts. Notably, students most substantial gains competencies, while primarily perspective. findings underscore importance tailored fostering yield valuable insights into competencies necessary education.

Language: Английский

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Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom

Education Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 155 - 155

Published: Jan. 26, 2025

This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) language-stimulation (LS) interactions. PV refers noticing reasoning about key classroom interactions, skill that can be trained distinguishes experts from novices. The targets three strategies: language input (LI), opportunities for production (OLP), feedback (FB). measures through comparative judgement (CJ) multiple-choice items. Construct validity was assessed using AERA framework, samples: sample professionals (n = 22), pre-service 107), mixed with in- teachers 6). Reliability were confirmed, strong reliability scores CJ master rank orders (SRR: 0.827–0.866). Think-aloud procedures demonstrated respondents’ decisions during mainly based LS-relevant video features. Decisions unrelated LS require further study. Multiple-choice items developed professionals’ open-ended feedback. Pre-service teacher showed no significant predictors. Using real videos, this provides an ecologically valid, scalable tool assessing validated offers foundation programs aimed at addressing theory–practice gap in education.

Language: Английский

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Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management

Learning and Instruction, Journal Year: 2025, Volume and Issue: 97, P. 102084 - 102084

Published: Feb. 4, 2025

Language: Английский

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Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma

Journal of Mathematics Teacher Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 15, 2025

Language: Английский

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