Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Edith Cowan Univ
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Case-Based Pedagogy, Video, Thinking, Knowledge, Framework, Reflect, Inquiry, Context, Analyze
Kaynak
Australian Journal Of Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
40
Sayı
2
