Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions

Autor/inn/en	Osmanoglu, Aslihan; Isiksal, Mine; Koc, Yusuf
Titel	Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 2, Artikel 3 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Mathematics Teachers; Elementary School Teachers; Video Technology; Case Method (Teaching Technique); Qualitative Research; Reflection; Interviews; Group Discussion; Computer Mediated Communication; Teacher Behavior; Teaching Methods; Knowledge Base for Teaching; Foreign Countries; Teacher Competencies; Observation; Comparative Analysis; Coding; Pedagogical Content Knowledge; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Case method; Fallmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Gruppendiskussion; Computerkonferenz; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Lehrkunst; Beobachtung; Codierung; Programmierung; Pädagogische Kompetenz; Türkei
Abstract	The aim of this study was to investigate what the prospective elementary mathematics teachers noticed and how their noticing changed in an environment in which they discuss on video cases. To achieve this aim, we asked senior elementary mathematics prospective teachers to watch and discuss videos depicting real elementary mathematics classrooms. In this qualitative study, the main data sources were the participants' reflection papers and interviews with the focus participants. The online discussions among the focus participants were also analyzed. For the analysis, the Learning to Notice framework (van Es & Sherin, 2002) was used. The findings suggested that prospective teachers noticed several issues related to teacher actions that reflect specific domains of teacher knowledge, and their noticing increased over time. In conclusion, it is suggested that the use of case-based pedagogy in teacher education is an effective way to help future teachers get ready for the profession. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01