Professional Noticing into Practice: An Examination of Inservice Teachers' Conceptions and Enactment

Autor/inn/en	Thomas, Jonathan; Dueber, David; Fisher, Molly; Jong, Cindy; Schack, Edna O.
Titel	Professional Noticing into Practice: An Examination of Inservice Teachers' Conceptions and Enactment
Quelle	In: Investigations in Mathematics Learning, 12 (2020) 2, S.110-123 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2019.1681834
Schlagwörter	Elementary School Teachers; Middle School Teachers; Professional Development; Attention; Teacher Attitudes; Special Education Teachers; Mathematics Teachers; Intervention; General Education; Mathematics Skills; Thinking Skills; Children; Kentucky + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Aufmerksamkeit; Lehrerverhalten; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Mathematics; Mathematik; Allgemein bildendes Schulwesen; Allgemeinbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Child; Kind; Kinder
Abstract	Teacher noticing and the related construct of professional noticing of children's mathematical thinking have proven to be fertile ground for education researchers. Professional noticing is a framework for a teaching practice consisting of three component parts: attending, interpreting, and deciding. The current study investigates the conceptions and enactment of professional noticing of 24 elementary and middle grades teachers participating in professional learning programs that incorporated professional noticing. These teachers demonstrated a wide range of interpretations of professional noticing which varied in consistency with respect to the literature in this area. This diversity of conceptions is seen as a consequence of teachers having different definitions and scopes of application for professional noticing. This study adds to current discussions about the meaning and role of professional noticing by considering the perspective of practitioners, a group whose input is often secondary to education researchers but whose conceptions and enactment of such noticing is critical for student success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01