Literaturnachweis - Detailanzeige
| Autor/in | Yenmez, Arzu Aydogan |
|---|---|
| Titel | An Investigation of Noticing Skills of Pre-Service and In-Service Teachers |
| Quelle | In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.910-924 (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1562-0506 |
| Schlagwörter | Observation; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Thinking Skills; Student Development; Faculty Development; Mathematics Skills |
| Abstract | The aim of the study was to investigate the noticing skills of prospective teachers and teachers at schools. The study adopted the case study design. The participants of the study were selected voluntary basis via criterion sampling method, and were composed of 12 student teachers of Mathematics at the Elementary Mathematics Teaching program of a state university, and 3 teachers of Mathematics in the practice school of participant student teachers. The student teachers analyzed mathematical thinking focused videos of students' problem solution activities in the course for 5 weeks with 3 hours each. In schools, a teacher's lesson was analyzed every week. The data collection tools consisted of the written opinion forms, observation notes, video recordings of classes, and follow-up meeting transcriptions. Written opinions of student teachers and teachers were analyzed week by week via theoretical framework (Van Es, 2011) in order to determine their level of noticing. The results revealed that after the sessions, the noticing levels of student teachers were improved. In addition, teachers did not make interpretations at extended level in the level of noticing. (As Provided). |
| Anmerkungen | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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