Pre-Service Teachers Engaged in Noticing Aspects of Learner Written Work

Autor/inn/en	Selmer, Sarah; Lampen, Erna; Lindstrom, Denise L.
Titel	Pre-Service Teachers Engaged in Noticing Aspects of Learner Written Work
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1891 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Selmer, Sarah) ORCID (Lampen, Erna) ORCID (Lindstrom, Denise L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preservice Teachers; Preservice Teacher Education; College Seniors; Elementary School Mathematics; Attention; Thinking Skills; Learning Strategies; Children; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; College; Colleges; Senior; Hochschule; Fachhochschule; Elementare Mathematik; Schulmathematik; Aufmerksamkeit; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Child; Kind; Kinder; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study reported on here focused on pre-service teachers noticing learner thinking in the context of written work. The results show how pre-service teachers engaged in noticing learner thinking and on which aspects of learner thinking they focused. These results and related discussion broaden our conceptualisation of teacher noticing learner thinking as involving both disciplinary and non-disciplinary-specific aspects and provides related pedagogical implications for those who educate teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01