Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing

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

doi:10.1016/j.tate.2020.103256

Cited by 58 publications

(38 citation statements)

References 34 publications

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“…As Study 1 showed, teachers' skills can be fostered with situated learning opportunities including video-based interventions or lesson analysis (Stahnke et al, 2016). Current studies further investigated the influence of specific characteristics of interventions (Amador et al, 2021), for instance, if functional or dysfunctional scenarios are used (Thiel et al, 2020) or if an observer or protagonist perspective is taken when analyzing videos (Gold et al, 2020). This research field is still very heterogeneous and many questions regarding the design of interventions remain open.…”

Section: Situation-specific Skills In Generalmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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Section: Situation-specific Skills In Generalmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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“…Teacher noticing is mostly analyzed in terms of what to notice and how to notice (Amador et al, 2021).…”

Section: Teacher Noticing Frameworkmentioning

confidence: 99%

Changes in Pre-service Teachers’ Noticing Through an Elementary Mathematics Method

Jeongsuk

Sunwoo²

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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The purpose of this study was to analyze the changes in pre-service teachers' noticing through an elementary mathematics methods course along with a practicum. For this purpose, the comments pre-service teachers made on an entire video-based mathematics lesson were collected three times over the semester. Their comments were analyzed in terms of topic, actor, stance, evidence, and alternative strategy. The results showed that the pre-service teachers' noticing abilities were slightly changed after learning mathematical content and pedagogy related to teaching elementary mathematics. Substantial changes in their noticing occurred after a four-week practicum and subsequent discussions on their own lesson planning, implementation, and reflections. This study has implications for designing a mathematics methods course to develop teacher expertise and refining a teacher noticing analytic framework.

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“…Second, as this study was the first to include special education majors, it would be beneficial to extend the current findings into the special education field by beginning to examine how professional noticing can support special education teachers. As recently suggested by Amador et al, (2021), the professional noticing literature bank is robust in mathematics education and researchers in other disciplines should consider intervention designs to support noticing in their students' coursework. Specifically, we need to examine to what extent professional noticing benefits what is currently taught regarding DBI and use of CBMs.…”

Section: Future Researchmentioning

confidence: 99%

“…Approaches range from analyzing student artifacts or written documentation, teacher interviews or reflective comments after teaching a lesson, and the use of video clips as a means to measure professional noticing (Amador et al, 2021).…”

Section: Measuring Professional Noticingmentioning

confidence: 99%

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Pre-service teacher professional noticing for teaching mathematics

Hopkins¹

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Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education educators have shifted, blurring the conventionally held boundaries between special education and general education teachers and their pedagogical practices. Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. One way to best prepare novice teachers for this task is by increasing their overall Pedagogical Content Knowledge (PCK). The purpose of this study is to contribute to research about specific components of a pre-service teacher's PCK. This research utilized a cross-sectional research design in its study of a representative sample of preservice teachers at specific moments in time during their teacher preparation program. Mathematical content knowledge and teachers' beliefs regarding the teaching of mathematics were found to have a statistically significant impact on professional noticing. Although not statistically significant, the differences the choice of a major had on a teacher's noticing ability requires further investigation. This study addresses an important gap in the research literature on noticing in that it includes special education teachers. Additionally, the study provides concrete recommendations for teacher preparation programing and suggestions for future research.

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Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing

Cited by 58 publications

References 34 publications

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Changes in Pre-service Teachers’ Noticing Through an Elementary Mathematics Method

Pre-service teacher professional noticing for teaching mathematics

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