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1.
Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom teacher, and a university facilitator, participated in weekly lesson study cycles in a teacher education program. Results indicate that a structured lesson study process afforded professional noticing as participants attended to and analyzed students’ thinking. However, noticing was constrained by shifts in the conversation content and lengthy segments of individuals exerting expertise. Findings indicate that the facilitator played a crucial role in increasing the incidence of professional noticing and also contributed to the decline of noticing. Implications for teacher education programs are included. 相似文献
2.
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention. 相似文献
3.
Anne T. Estapa Julie Amador Karl W. Kosko Tracy Weston Zandra de Araujo Rachael Aming-Attai 《Journal of Mathematics Teacher Education》2018,21(4):387-415
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed. 相似文献
4.
The theoretical construct of teacher noticing has allowed mathematics teacher educators to examine teacher thinking and practice by looking at the range of activities that teachers notice in the classroom. Guided by this approach to the study of teacher thinking, the central goal of this exploratory study was to identify what prospective science teachers notice when evaluating evidence of student understanding in another teacher's inquiry‐based unit. Our results are based on the qualitative analysis of 43 prospective teachers' evaluations of assessment evidence presented to them in the form of a video case and associated written artifacts. Analysis of our data revealed two major categories of elements, Task‐General and Task‐Specific, noticed by our study participants. Task‐General elements included attention to learning objectives, independent student work, and presentation issues and they often served to guide or qualify the specific inquiry skills that were evaluated. Task‐Specific elements included the noticing of students' abilities to perform different components of an investigation. In general, study participants paid attention to important general and specific aspects of student work in the context of inquiry. However, they showed preferential attention to those process skills associated with designing an investigation versus those practices related to the analysis of data and generation of conclusions. Additionally, their interpretations of assessment outcomes were largely focused on the demonstration of general science process skills; much less attention was paid to the analysis of the epistemological validity or scientific plausibility of students' ideas. Our results provide insights into the design of meaningful learning experiences for prospective teachers that elicit, challenge, and enrich their conceptions of student understanding in the context of inquiry. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:189–208, 2013 相似文献
5.
Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
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7.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
8.
Ann E. Witcher Qun G. Jiao Anthony J. Onwuegbuzie Kathleen M. T. Collins Terry L. James Lynn C. Minor 《The Teacher Educator》2013,48(4):279-301
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. The study's first purpose was to determine whether preservice teachers tend to possess a predominant discipline style. The second purpose was to ascertain the degree to which preservice teachers' endorsement of each of the three discipline styles (i.e., interventionist vs. interactionalist vs. non-interventionist) predicts their perceptions of characteristics of effective teachers. Participants were 63 preservice teachers enrolled at a large southeastern university. Both interventionism and interactionalism received significantly greater endorsements than did non-interventionism. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed. 相似文献
9.
《师资教育杂志》2012,38(4):434-436
ABSTRACTLesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study structures that support student teacher learning. In this paper the core organisational elements of incorporating lesson study in ITE are investigated as a comparative case study situated in two distinct educational and cultural settings: one in Ireland (post-primary) and the other in Norway (primary). Qualitative data, including student teachers’ planning notes, research lesson designs, and observation notes from live research lessons, were analysed and findings reveal three structural factors for the incorporation of lesson study in ITE. First, defined roles of mentor and university teachers as knowledgeable others; second, the engagement of student teachers at each phase of lesson study, with the inclusion of case pupils; and third, the conduction of the lesson study cycle on both university campus and in the classroom. These findings contribute to the growing literature of lesson study in ITE and may support the inclusion of lesson study in ITE programmes. 相似文献
10.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
| Jon R. StarEmail: |
11.
《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship. 相似文献
12.
Debra D. Parkinson 《Journal of Early Childhood Teacher Education》2013,34(3):255-265
Abstract The purpose of this study was to investigate two research questions: What literacy learning did preservice teachers experience through a Penpal Project embedded in an early literacy course? What sense did preservice teachers make of the Penpal Project?—with an overarching focus on bridging literacy theory with practice. Data were gathered in a university classroom setting, situated in a small Western town, over a period of one school semester. Data methods and sources included videotaped participant observation during weekly penpal letter‐sharing, preservice teachers’ reflection journals, focus group interviews, and preservice teachers’ Penpal Project Summaries. Patterns emerged from the data and were conceptualized under three broad categories: discourse, discovery and dilemmas. In the discourse category, cultivating relationships and learning through collaboration emerged as themes. Discoveries included meaning‐ and skill‐centered interpretations and professional learning. With regard to dilemmas, preservice teachers reported feelings of inadequacy in decoding their penpals’ letters, in finding topics to pique their penpals’ interests, and in making logical speculations. Conclusions highlighted the importance of including field experiences in teacher education courses in order for preservice teachers to integrate early literacy theory and practice. A focus on forming relationships, working in collaboration with others, and acknowledging and solving challenges revealed added benefits for the preservice teachers, including a deeper understanding of young students’ early literacy development. 相似文献
13.
This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers. 相似文献
14.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
15.
This writing describes a literacy project between preservice teachers enrolled in a small university in Montana and an inner
city school classroom in Kansas. It shows how the preservice teachers and children negotiate meaning at the beginning of the
project as well as what the preservice teachers were learning from the children and from their teacher, Scott. Twenty-three
third grade children exchanged letters, cards, drawings, autobiographies, and writing about shared literature with 24 preservice
teachers for 10 weeks. Scott, the third grade teacher who assisted with the project, was a former student in Rita’s university
language arts classroom and was strongly committed to demonstrating to preservice teachers the rewards of teaching in an inner
city classroom ... particularly those coming from communities where people of color or linguistic diversity were few. Through
shared written responses and the negotiation of meaning between two age groups, this project opened pathways for greater insight
into the cultures and lives of children that the university students might otherwise not have known. It also provided myriad
glimpses into the lives of real children, each with his or her own interests, life experiences, and expressive modalities
thus shaping the perceptions of the preservice teachers about their role as teacher in supporting and responding to the individual
strengths of each child. 相似文献
16.
This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
17.
How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students' learning needs. Four to five daily lesson plans with corresponding videos and commentaries from 10 elementary school (K–6) teacher candidates were used in this study. Qualitative analyses revealed that teacher candidates seldom considered their students' learning needs and seldom anticipated how instructional activities facilitated students' thinking. One teacher candidate, however, used assessment data to consider students' learning needs and to plan future lessons to meet students' learning needs. The implication of research findings suggest that teacher education programs must improve in developing teacher candidates' skills of aligning lesson plan features and using assessment data as tools to mediate their thinking about students' learning needs. 相似文献
18.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献
19.
Rukiye Didem Taylan 《Journal of Mathematics Teacher Education》2017,20(3):259-280
This study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed. 相似文献
20.
Cindy S. Ticknor 《Educational Studies in Mathematics》2012,81(3):307-323
Advisory committees of mathematics consider abstract algebra as an essential component of the mathematical preparation of secondary teachers, yet preservice teachers find it challenging to connect the topics addressed in this advanced course with the high school algebra they must someday teach. This study analyzed the mathematical content knowledge that developed in preservice teachers during a semester course in abstract algebra utilizing Lerman's “person-in-practice-in-person” lens. This unit of analysis provided insights into the situated nature of the algebra learned by illuminating how the goals of the instructor and preservice teachers impacted the community of practice created in the university classroom and how participating in that community impacted the preservice teachers' mathematical identities. 相似文献