Facilitating video-based discussions to support prospective teacher noticing

Superfine, Alison Castro; Amador, Julie M.; Bragelman, John

doi:10.1016/j.jmathb.2018.11.002

Cited by 21 publications

(12 citation statements)

References 40 publications

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“…Teachers who conduct PT education are often referred to as teacher educators. In this study, we used the word “facilitators” to refer to the teacher educators in alignment with the understanding that teacher educators can facilitate discussion of teaching and learning tools among PTs (Superfine et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

Liu

Zuo

2022

Asian Journal for Mathematics Education

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Teacher noticing of student mathematics thinking, an essential professional competency, has not been sufficiently investigated in China. In this paper, based on four video clips, we combined the frameworks of Stockero et al. and Jacobs to analyze the characteristics and changes of 19 prospective teachers’ (PTs) noticing under the intervention of the course “Mathematics Teaching Theory in Middle School.” The results showed that (1) the agent of noticing shifted from teachers and mathematical content to students; (2) the percentage of noticing to content with mathematical characteristics remained high, and that of noticing to general math increased significantly after the intervention; and (3) the percentages of noticing to analyzing student math learning and math interaction noticeably increased. Moreover, from select PT interviews (four in total) and facilitator reflections, we concluded four potential strategies for improving interventions to enhance PT noticing: enriching video resources, refining the task requirements, specifying teaching evaluations, and optimizing course implementation.

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Section: Methodsmentioning

confidence: 99%

Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

Liu

Zuo

2022

Asian Journal for Mathematics Education

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“…Another area of study is curricular noticing, which investigates what aspects of instructional materials teachers pay attention to (Dietiker et al, 2018). Other noticing‐related research includes integrating technology as a way to better understand what is noticed (Fernández et al, 2012; Kosko et al, 2021), and developing and measuring noticing in teachers (Bragelman et al, 2021; Castro Superfine et al, 2019). The scores of work on noticing have slight variations, and the knowledge base is disparate without a clear synthesis or understanding of these variations in language and frameworks.…”

Section: Framing Literaturementioning

confidence: 99%

Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations

Weston,

Amador

2023

School Sci & Mathematics

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We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences in the primary theoretical construct, (b) differences in definitions of noticing and whether noticing is attending, making sense, both, or broader than cognition and includes context, culture, and/or perception, and (c) differences in researchers' beliefs about identifying what teachers should notice as compared to researchers who describe what teachers do notice. We propose directions for future writing practices in this field, including the need for researchers to explicitly state their definition of noticing. We conclude by reflecting on this project through some of Mason's foundational ideas about noticing.

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“…340 -356. pendekatan ICI pada media video memberikan lebih banyak waktu kepada siswa untuk merespon dan merefleksikan apa yang mereka baca atau amati, dan juga memberikan pandangan yang lebih sempit tentang interaksi kelas; dengan demikian, investigasi lebih terfokus pada pemikiran anak-anak. 34 Salah satu kelebihan media video adalah siswa tidak hanya mendengar tetapi juga melihat. 35 Hasil penelitian menunjukkan bahwa siswa mampu menyelesaikan masalah yang disajikan dalam bentuk pertanyaan konseptual dengan tingkat kognitif mulai dari tingkat mengingat (C1), memahami (C2), menganalisis (C4), dan mencipta (C6).…”

Section: Metodologi Penelitianunclassified

Penguasaan Konsep Siswa Dalam Pendekatan Interactive Conceptual Instruction (Ici) Dengan Video Pembelajaran

Astuti¹,

Fauziah²

2021

ibtida

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Penelitian ini bertujuan untuk menganalisis penguasaan konsep pembelajaran tematik pada pendekatan Interactive Conceptual Instruction dengan video pembelajaran. Sampel dalam penelitian ini adalah 119 siswa kelas IV di empat Sekolah Dasar Negeri di Kecamatan Laweyan, Surakarta, Indonesia. Formulir pre-test dan post-test digunakan sebagai ukuran penguasaan konsep siswa. Instrumen tes yang digunakan adalah tes penguasaan konsep. Hasil pengujian dianalisis secara kualitatif dan kuantitatif. Hasil analisis menunjukkan bahwa pembelajaran berpengaruh terhadap penguasaan konsep dengan kategori sangat kuat. Hasil peningkatan penguasaan konsep oleh siswa sebelum dan sesudah pembelajaran berada pada kategori rendah.

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Facilitating video-based discussions to support prospective teacher noticing

Cited by 21 publications

References 40 publications

Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations

Penguasaan Konsep Siswa Dalam Pendekatan Interactive Conceptual Instruction (Ici) Dengan Video Pembelajaran

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