School Science and Mathematics,
Год журнала:
2023,
Номер
123(8), С. 502 - 514
Опубликована: Окт. 9, 2023
Abstract
Teacher
noticing
is
a
crucial
aspect
of
responsive
and
ambitious
mathematics
teaching,
allowing
educators
to
understand
students'
mathematical
thinking
make
informed
decisions.
However,
this
influenced
by
teachers'
insider
knowledge
(i.e.,
past
present
experience
with
students),
which
shaped
societal
norms,
biases,
expectations,
including
potentially
harmful
deficit
discourses.
This
study
investigates
written
work
from
situated
perspective
using
qualitative
secondary
analysis.
The
goal
exemplify
upper
elementary
use
historical
gained
classroom
interactions
or
informal
school
settings,
along
local
broader
contextual
factors.
Data
analysis
included
in
their
class,
students,
distinctions
orientations
toward
students
thinking.
Results
indicate
how
enhances,
impedes,
does
not
impact
individual
focus
on
the
details
reasoning
evidenced
strategies.
findings
contribute
more
nuanced
understanding
complexities
teacher
emphasize
importance
acknowledging
socio–cultural
context
needed
for
equitable
teaching.
Implications
are
discussed.
Sustainability,
Год журнала:
2022,
Номер
14(6), С. 3544 - 3544
Опубликована: Март 17, 2022
Education
is
of
great
importance
in
the
context
climate
change,
as
it
can
promote
pro-environmental
behaviour.
However,
change
education
accompanied
by
didactic
and
pedagogical
challenges
because,
among
other
reasons,
a
complex
phenomenon
many
people
have
psychological
distance
to
topic.
A
promising
approach
face
these
inquiry-based
learning
(IBL),
several
studies
show.
To
date,
however,
there
are
barely
any
empirically
tested
instructional
designs,
especially
for
close-to-science
IBL,
focusing
on
change.
The
study
presented
here
therefore
addresses
question
how
science
propaedeutic
seminar
upper
secondary
schools
regional
implications
should
be
designed
ensure
successful
processes.
Based
design-based
research
approach,
qualitative
methods
(focus
group
discussions,
semi-standardised
written
teacher
surveys,
participant
observations)
were
used
identify
target-oriented
design
guidelines
implementation
principles
such
seminars.
In
seminars,
769
students
so
far
researched
different
aspects
their
own
regions.
identified
further
operationalised
teaching
practice,
that
generated
both
contribution
theory
building
an
applicable
concept
schools.
Frontiers in Education,
Год журнала:
2022,
Номер
7
Опубликована: Май 27, 2022
The
early
recognition
of
potential
disruptions
in
learning
environments
is
great
importance
for
the
proactive
control
teaching
process
and
maximizing
outcomes.
professional
competence
(prospective)
teachers
required
successful
classroom
management.
Teachers’
vision
(PV)
serves
as
a
link
between
their
knowledge
management
behavior.
Expertise
research
different
domains
has
shown
that
experts
novices
show
differences
visual
perception
based
on
expertise
level;
however,
results
to
date
are
heterogeneous
often
small
samples.
An
eye-tracking
study
using
quasi-randomized
experimental
design
was
performed
investigate
how
German
prospective
(
n
=
29)
experienced
35)
perceived
situations.
goal
determine
whether
previous
from
could
be
replicated
standardized
setting.
Moreover,
impact
minimal
intervention
(specific
instruction)
PV
investigated.
In
contrast
hypotheses,
no
expertise-dependent
various
parameters
can
found.
Furthermore,
does
not
lead
an
improvement
or
novices.
discussed
with
regard
discrepancy
previously
published
findings
possible
explanations
offered
(e.g.,
salience
disruptions,
internal
personal
factors,
external
environmental
influences).
International Journal of Science and Mathematics Education,
Год журнала:
2023,
Номер
22(2), С. 257 - 282
Опубликована: Май 1, 2023
Abstract
Teacher
noticing,
a
situation-specific
part
of
teachers’
professional
competence,
has
gained
much
importance
in
the
past
two
decades.
The
construct
is
believed
to
play
crucial
role
transfer
knowledge
and
skills
into
teaching
performance.
However,
there
little
empirical
evidence
on
how
length
experience
affects
development
expertise
teacher
noticing.
In
particular,
research
been
conducted
facets
noticing—namely
perception,
interpretation,
decision-making—as
well
as
handling
cognitive
demands
while
applying
To
fill
this
gap,
present
study
investigates
noticing
master’s
students,
early-career
teachers,
experienced
teachers
context
secondary
mathematics
via
cross-sectional
comparison.
differences
between
three
groups
are
analyzed
based
participants’
ability
deal
with
an
established
video-based
instrument.
results
suggest
significant
increases
from
students
in-service
especially
mathematic-specific
areas.
Hardly
any
were
found
which
suggests
stagnation
skills.
showed
better
performance
decision-making
mathematics-related
items
knowledge-based
related
recent
topics
pedagogy
general
pedagogy.
This
result
emphasizes
prerequisites
for
It
also
highlights
that
not
directly
connected
experience.
