Teacher noticing of pre-service and in-service secondary mathematics teachers. Influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making.

Autor/in	Bastian, Anton
Titel	Teacher noticing of pre-service and in-service secondary mathematics teachers. Influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making.
Quelle	Wiesbaden: Springer Fachmedien Wiesbaden (2024), XXIV, 171 S. PDF als Volltext Link als defekt meldenVerfügbarkeit Diss., Hamburg, Univ., 2023.
Reihe	Perspektiven der Mathematikdidaktik
Beigaben	Illustrationen 12
Zusatzinformation	Inhaltsverzeichnis Zusammenfassung Inhaltstext
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	978-3-658-45618-4; 978-3-658-45619-1; 978-3-658-45620-7
DOI	10.1007/978-3-658-45619-1
Schlagwörter	Bildung; Erziehung; Lehrer; Lehrerin; Mathematik
Abstract	In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers' noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master's students, early career teachers, and experienced teachers, and one longitudinal study with 175 master's students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master's students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing. About the author Anton Bastian is a researcher at the Faculty of Education at the University of Hamburg in the field of mathematics pedagogy. Contents: Introduction -- Theoretical Framework and State of the Art -- Methodological Approach -- Publication I -- Publication II -- Publication III -- Discussion of Results and Outlook -- References.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2024/3