Frontiers in Education,
Год журнала:
2023,
Номер
8
Опубликована: Дек. 20, 2023
Teachers
are
involved
in
complex
teaching
situations
every
day;
thus,
they
must
understand
what
to
pay
attention
the
classroom,
how
this
information
is
be
interpreted,
and
which
decisions
become
necessary
as
a
result.
In
educational
research,
these
competencies
known
“professional
vision.”
The
purpose
of
exploratory
study
was
examine
professional
vision
pre-service
teachers
(PTs)
in-service
(ITs)
by
investigating
whether
groups
differ
notice
reason
about
videotaped
classroom
events;
perspective
video
viewed
influences
their
noticing
reasoning;
extent
gaze
behavior
differs
from
verbal
statements.
Thirty-one
PTs
twenty
ITs
watched
clip
authentic
teaching,
shot
different
perspectives,
visual
focus
recorded
using
remote
eye-tracker.
Subsequently,
participants
reported
an
interview
had
noticed.
triangulated
data
show
that
did
not
differ,
but
content
statements
did.
Depending
on
perspective,
focused
subjects,
difference
reflected
data.
Thus,
consistent.
findings
indicate
considering
multiple
sources
types
beneficial
explore
further
research
needed
concept
depth.
Mathematics Education Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 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.
International Journal of Science and Mathematics Education,
Год журнала:
2024,
Номер
22(8), С. 1739 - 1760
Опубликована: Фев. 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.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Апрель 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.
Eurasia Journal of Mathematics Science and Technology Education,
Год журнала:
2024,
Номер
20(5), С. em2441 - em2441
Опубликована: Апрель 17, 2024
Teacher
education
should
foster
teachers’
competencies
in
teaching
mathematical
modelling
since
it
is
a
demanding
task.
Mathematical
requires
spontaneous
reactions,
which
are
related
to
the
core
of
competencies–teacher
noticing.
The
study
designed
video-based
course
develop
these
context
modelling.
findings
revealed
noticeable
improvement
their
noticing
after
participating
semester-long
course.
In
particular,
pre-service
topical
focus
shifted
towards
thinking
and
pedagogy.
They
made
significantly
more
interpretive
comments
used
task-dimensional
knowledge
for
reason
about
events.
These
results
appear
support
viability
using
video
this
purpose.
Teaching and Teacher Education,
Год журнала:
2023,
Номер
138, С. 104426 - 104426
Опубликована: Дек. 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.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Март 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.
ZDM,
Год журнала:
2024,
Номер
56(6), С. 1137 - 1151
Опубликована: Апрель 12, 2024
Abstract
Research
has
shown
that
there
is
a
need
to
examine
prospective
teachers’
development
trajectories
related
noticing
expertise.
An
important
content
in
the
Spanish
high
school
curriculum
(16–18
years
old)
limit
concept.
Given
importance
of
this
concept
and
difficulties
some
teachers
have,
developing
their
students’
mathematical
thinking
teacher
education
programs
crucial
achieve
student
mathematics
achievement.
This
study
examines
how
secondary
(PTs)
notice
about
as
they
participated
teaching
module.
PTs
had
anticipate
interpret
understanding
make
instructional
decisions
support
conceptual
progression
using
information
We
examined
changes
anticipated,
interpreted
made
during
identified
change
conceived
dynamic
concept:
from
all-or-nothing
dichotomy
progression;
made:
focused
on
changing
type
discontinuity
decisions.
These
allow
us
characterise
pathways.
Our
findings
also
help
identify
module
characteristics
noticing.
Journal of Curriculum Studies,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Апрель 21, 2024
Although
research
on
the
relationship
between
opportunities
to
learn
(OTL)
in
teacher
preparation
and
preservice
teachers'
learning
outcomes,
including
aspects
of
their
knowledge,
has
significantly
increased
recent
years,
OTL
secondary
school
cognitive
competence
and,
particularly,
situated
aspect
competence,
Mainland
China
remain
poorly
understood.
This
paper
examines
this
association
based
a
study
involving
583
teachers
chosen
from
four
education
institutions.
The
results
revealed
that
received
adequate
various
domains,
such
as
tertiary-level
mathematics
pedagogy.
However,
mainly
due
influence
academically
oriented
models
China,
there
were
quite
weak
overall
connections
examined
professional
(mathematics
content
pedagogical
instruction-related
perspective
noticing,
general
pedagogy-related
classroom
noticing).
Comparatively
speaking,
relatively
strong
associations
existed
teaching
methods,
school-based
practicums,
(e.g.
These
findings
show
that,
great
degree,
initial
does
not
relate
closely
competence.
Research Square (Research Square),
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 8, 2025
Abstract
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.
