How Do Geography Teachers Notice Critical Incidents during Instruction?

Autor/inn/en	Scholten, Nina; Höttecke, Dietmar; Sprenger, Sandra
Titel	How Do Geography Teachers Notice Critical Incidents during Instruction?
Quelle	In: International Research in Geographical and Environmental Education, 29 (2020) 2, S.163-177 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholten, Nina) ORCID (Sprenger, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2019.1670915
Schlagwörter	Geography Instruction; Critical Incidents Method; Decision Making; Teaching Methods; Video Technology; Vignettes; Learning Processes; Stimuli; Perception; Teacher Attitudes; Thinking Skills; Teacher Educators; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Anreizsystem; Wahrnehmung; Lehrerverhalten; Denkfähigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Deutschland
Abstract	Teachers are confronted with multiple stimuli during instruction. To teach responsively, they must be able to identify and address classroom incidents that are critical for student learning. In the literature, the term "noticing" is used to refer to teachers' perception and interpretation of such incidents, as well as the associated decision-making. This qualitative study explores geography teachers' ability to notice pertinent stimuli. For this purpose, two staged video vignettes of subject-specific critical incidents were constructed. Expert geography teachers watched the vignettes, stopping them to comment whenever they noticed something critical. The findings indicate that a majority of teachers perceived the incidents in the manner intended by the authors. Analysis of the teachers' comments revealed four types of interpretation. While the participants did not always make a decision about how to respond to an incident, the analysis also identified two types of decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01