Lexical and Indexical Conversational Components That Mediate Professional Noticing during Lesson Study

Autor/inn/en	Weiland Carter, Ingrid S.; Amador, Julie M.
Titel	Lexical and Indexical Conversational Components That Mediate Professional Noticing during Lesson Study
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1339-1361 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1392a
Schlagwörter	Teacher Collaboration; Teacher Improvement; Preservice Teachers; Elementary Education; Qualitative Research; Case Studies; Facilitators (Individuals); Interpersonal Communication; Dialogs (Language); Affordances; Mathematics Education; Learning Theories; Cognitive Processes; Questioning Techniques; Discussion (Teaching Technique); Nonverbal Communication; Cues; Preservice Teacher Education; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Lehrerkooperation; Elementarunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Mathematische Bildung; Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Befragungstechnik; Fragetechnik; Non-verbal communication; Nonverbale Kommunikation; Stichwort; Lehramtsstudiengang; Lehrerausbildung; Modeling; Modelling; Modellierung
Abstract	Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students' mathematical thinking. Results indicate that the facilitator supported preservice teachers to identify and provide evidence of student thinking through direct questioning and probing, allowing free discussion, modeling connections of student thinking to mathematics learning theory, and gesturing to explain mathematical concepts. Professional noticing was constrained by discussion of pedagogical procedures and longer talk segments by the facilitator or classroom teacher. Findings suggest that lexical and indexical inclusions in lesson study analysis meetings can support varied levels of preservice teachers' professional noticing. As demonstrated by the facilitator in our study, we recommend facilitators pay close attention to the prompts they pose and how they guide and model analysis of student thinking. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01