Measuring teacher noticing: A scoping review of standardized instruments

Weyers, Jonas; König, Johannes; Santagata, Rossella; Scheiner, Thorsten; Kaiser, Gabriele

doi:10.1016/j.tate.2022.103970

Cited by 21 publications

(12 citation statements)

References 59 publications

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“…The first phase involved estimating the content validity 36 , 37 based on the assessment of expert judges (n=8) in the field of education. 38 , 39 These judges were selected and contacted from a list of teachers who act as supervisors for pre-professional practices in different educational units where students of the Basic Education career collaborate.…”

Section: Methodsmentioning

confidence: 99%

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

et al. 2023

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Background: The concern and analysis about the knowledge possessed by teachers of basic general education persists in academic debate and professional practice. It is noteworthy that in the studies consulted, there is no precise evidence that determines with accuracy the configurations of these knowledge factors that function as the basis of the teaching profession. Therefore, the objective of this study is to establish the construct validity and reliability of the questionnaire on the nature or origin of the academic knowledge of teachers of basic general education, adapted from the Pedagogical Content Knowledge (PCK) Competence Model. Methods: A methodological study was established that applies a test to the processes of reliability and internal consistency. The construct validity was performed through (n = 8) expert judges, using Cohen's Kappa. An exploratory factor analysis was performed following the criteria of the Kaiser-Meyer-Olkin Coefficient (KMO), the Bartlett sphericity test and the principal components extraction method in the factor analysis with varimax rotation. The sample consisted of (n = 27) teachers of basic general education of the Ibarra Canton. Results: The results show a reliability analysis for the instrument obtained a Cronbach’s alpha (α = 0.901), estimated to be an excellent level. Conclusions: The questionnaire is relevant, valid and reliable, adapting to the needs of teachers of basic general education to determine the nature or origin of the academic knowledge in a fast and reliable manner.

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Section: Methodsmentioning

confidence: 99%

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

et al. 2023

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“…Finally, at the end of their teacher education program, pre-service teachers' situation-specific skills will be assessed. Situation-specific skills are predominantly assessed using case materials (Weyers et al, 2023). While most test instruments are video-based, vignettes or paper cases have been used as well.…”

Section: Quantitative Evaluationmentioning

confidence: 99%

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

Borremans,

Koomen,

Spilt

2024

Front. Educ.

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

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“…In addition, Jacobs et al (2011) identified "deciding how to respond based on students' understanding" as the third component of teachers' attention and referred to it as "decision making." Currently, there is a growing body of research on teacher noticing (Weyers et al, 2023a) that focuses mostly on conceptualizations (e.g., Choy & Dindyal, 2021;Kaiser et al, 2017), intervention methods (e.g., Weyers et al, 2023b), and relationships with other constructs (e.g., Depaepe et al, 2020;Kaiser et al, 2015;Krauss et al, 2020), including teacher knowledge and beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

Using video to develop pre-service teachers’ noticing within a mathematical modelling context

Zuo,

Liu,

2024

EURASIA J Math Sci Tech Ed

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Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.

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Measuring teacher noticing: A scoping review of standardized instruments

Cited by 21 publications

References 59 publications

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

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

Using video to develop pre-service teachers’ noticing within a mathematical modelling context

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