Audible Conversational Affordances and Constraints of Verbalizing Professional Noticing during Prospective Teacher Lesson Study

Autor/inn/en	Amador, Julie M.; Carter, Ingrid S.
Titel	Audible Conversational Affordances and Constraints of Verbalizing Professional Noticing during Prospective Teacher Lesson Study
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 1, S.5-34 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9347-x
Schlagwörter	Preservice Teachers; Teacher Education Programs; Lesson Plans; Mathematics Instruction; Facilitators (Individuals); Inservice Teacher Education + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Lehrerfortbildung
Abstract	Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom teacher, and a university facilitator, participated in weekly lesson study cycles in a teacher education program. Results indicate that a structured lesson study process afforded professional noticing as participants attended to and analyzed students' thinking. However, noticing was constrained by shifts in the conversation content and lengthy segments of individuals exerting expertise. Findings indicate that the facilitator played a crucial role in increasing the incidence of professional noticing and also contributed to the decline of noticing. Implications for teacher education programs are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01