Pre-service teachers’ noticing: On the way to expert target

Naďa Vondrová; Magdalena Novotná; Lenka Pavlasová; Jarmila Robová; Jana Stará; Klára Uličná

doi:10.14712/18047106.2774

Vol 14 No 1 (2023): Scientia in educatione Výzkumné stati

Pre-service teachers’ noticing: On the way to expert target

Naďa Vondrová ¹ https://orcid.org/0000-0001-8240-5906 (neověřeno)
Magdalena Novotná
Lenka Pavlasová
Jarmila Robová
Jana Stará
Klára Uličná

Univerzita Karlova, Pedagogická fakulta, Katedra matematiky a didaktiky matematiky

DOI: https://doi.org/10.14712/18047106.2774

PDF (angličtina)

Jak citovat

Novotná, M., Pavlasová, L., Robová, J., Stará, J., & Uličná, K. (2023). Pre-service teachers’ noticing: On the way to expert target. Scientia in educatione, 14(1), 27-39. https://doi.org/10.14712/18047106.2774

Stánhout citace

Abstrakt

Unlike prevailing research focusing on what pre-service teachers attend to in a lesson and how they interpret it, the study investigates the content of their comments, knowledge-based reasoning and whether it agrees with experts’ views. Study 1 determined the dimensions of quality teaching pertinent to lessons in which a new subject matter is introduced and made a noticing target. In Study 2, pre-service teachers (n = 174) at the end of their university study made a written reflection of a video lesson, which was compared against the target. Most could not discern situations important for deep work with the content in the lesson. They failed to apply their theoretical knowledge in their interpretation of the ones they mentioned. Only half of their comments included knowledge-based reasoning, and their views were mostly partially consistent or inconsistent with the experts’ ones. This highlights the need to focus on content-related important situations in a lesson and their interpretation in teacher preparation and on developing the ability to discern the dimensions of instructional quality in concrete lessons.

Klíčová slova teacher noticing knowledge-based reasoning pre-service teachers

Reference

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Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 Přejít na DOI Vyhledej v Google Scholar
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Jean, G., & Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4), 1023–1042. https://doi.org/10.1016/j.system.2013.10.008 Přejít na DOI Vyhledej v Google Scholar
Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387. https://doi.org/10.1007/s10763-015-9616-7 Přejít na DOI Vyhledej v Google Scholar
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Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505–514. https://doi.org/10.1016/j.tate.2010.10.004 Přejít na DOI Vyhledej v Google Scholar
Litke, E., Boston, M., & Walkowiak, T.A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Studies in Educational Evaluation, 68, 100956. https://doi.org/10.1016/j.stueduc.2020.100956 Přejít na DOI Vyhledej v Google Scholar
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McDonald, S.P. (2016). The transparent and the invisible in professional pedagogical vision for science teaching. School Science and Mathematics, 116(2), 95–103. https://doi.org/10.1111/Ssm.12156 Přejít na DOI Vyhledej v Google Scholar
Mitchell, R.N., & Marin, K.A. (2015). Examining the use of a structured analysis framework to support prospective Teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575. https://doi.org/10.1007/s10857-014-9294-3 Přejít na DOI Vyhledej v Google Scholar
Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483–500. https://doi.org/10.1080/00131911.2018.1441127 Přejít na DOI Vyhledej v Google Scholar
Roose, I., Goossens, M., Vanderlinde, R., Vantieghem, W., & Van Avermaet, P. (2018). Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study. Studies in Educational Evaluation, 56, 71–84. https://doi.org/10.1016/j.stueduc.2017.11.007 Přejít na DOI Vyhledej v Google Scholar
Santagata, R. (2011). From teacher noticing to a framework for analyzing and improving classroom lessons. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 182–198). Taylor and Francis. Vyhledej v Google Scholar
Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online/Journal Für Bildungsforschung Online, 7(2), 34–58. Vyhledej v Google Scholar
Schlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM, 50(3), 475–490. https://doi.org/10.1007/s11858-018-0917-5 Přejít na DOI Vyhledej v Google Scholar
Seidel, T., & Shavelson, F. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. Vyhledej v Google Scholar
Sherin, M. G., & van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155 Přejít na DOI Vyhledej v Google Scholar
Sherin, M. G., Russ, R. S., & Colestock, A.A. (2011). Assessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). Taylor and Francis. Vyhledej v Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189x015002004 Přejít na DOI Vyhledej v Google Scholar
Simpson, A., & Vondrová, N. (2019). Developing pre-service teachers’ professional vision with video interventions: a divergent replication. Journal of Education for Teaching, 45(5), 567-584. https://doi.org/10.1080/02607476.2019.1674563 Přejít na DOI Vyhledej v Google Scholar
Simpson, A., Vondrová, N., & Žalská, J. (2018). Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience. Journal of Mathematics Teacher Education, 21(6), 607–630. https://doi.org/10.1007/s10857-017-9370-6 Přejít na DOI Vyhledej v Google Scholar
Sonmez, D., & Hakverdi-Can, M. (2012). Videos as an instructional tool in pre-service science teacher education. Egitim Arastirmalari-Eurasian Journal of Educational Research, 46, 141–158. Vyhledej v Google Scholar
Star, J.R., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features: A replication study In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117–133). Taylor and Francis. Vyhledej v Google Scholar
Steffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional vision of classroom management and learning support in science classrooms – Does professional vision differ across general and content-specific classroom interactions? International Journal of Science and Mathematics Education, 13(2), 351–368. https://doi.org/10.1007/S10763-014-9607-0 Přejít na DOI Vyhledej v Google Scholar
Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373–394. https://doi.org/10.1007/s10857-008-9079-7 Přejít na DOI Vyhledej v Google Scholar
Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E.O. Schack, M.H. Fisher, & J.A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts and frameworks (pp. 281–301). Springer. Vyhledej v Google Scholar
Stürmer, K., Könings, K.D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–483. https://doi.org/10.1111/J.2044-8279.2012.02075.X Přejít na DOI Vyhledej v Google Scholar
Sugni, M., Barbaglio, A., Bonasoro, F., Gioria, M., Fasano, P., & Pasini, M. E. (2011). The role of models in science: A multicomprehensive experience with the sea urchin Paracentrotus lividus. Procedia-Social and Behavioral Sciences, 93, 1404–1408. Vyhledej v Google Scholar
Sun, J., & van Es, E.A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201–214. https://doi.org/10.1177/0022487115574103 Přejít na DOI Vyhledej v Google Scholar
van Es, E.A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53, 17–27. https://doi.org/10.1007/s11858-020-01211-4 Přejít na DOI Vyhledej v Google Scholar
Vondrová, N., & Žalská, J. (2015). Ability to notice mathematics specific phenomena: What exactly do student teachers attend to? Orbis scholae, 9(2), 77–101. https://doi.org/10.14712/23363177.2015.81 Přejít na DOI Vyhledej v Google Scholar
Wiens, P.D., LoCasale-Crouch, J., Cash, A.H., & Romo Escudero, F. (2021). Preservice teachers’ skills to identify effective teaching interactions: Does it relate to their ability to implement them? Journal of Teacher Education, 72(2), 180–194. https://doi.org/10.1177/0022487120910692 Přejít na DOI Vyhledej v Google Scholar

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[1] Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131–1140. https://doi.org/10.1016/J.Tate.2011.04.008 Přejít na DOI Vyhledej v Google Scholar

[2] Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 Přejít na DOI Vyhledej v Google Scholar

[3] Cheng, S.-C., Hwang, G.-J., & Chen, C.-H. (2019). From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50(5), 2251–2270. https://doi-org.ezproxy.is.cuni.cz/10.1111/bjet.12845 Přejít na DOI Vyhledej v Google Scholar

[4] Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y., & Hsieh, F. J. (2021). Do cultural norms influence how Teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking. ZDM, 53, 165–179. https://doi.org/10.1007/s11858-020-01197-z Přejít na DOI Vyhledej v Google Scholar

[5] Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. Vyhledej v Google Scholar

[6] Hammerness, K., Darling-Hammond, L., & Shulman, L. (2002). Toward expert thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers. Teaching Education, 13(2), 219–243. https://doi.org/10.1080/1047621022000007594 Přejít na DOI Vyhledej v Google Scholar

[7] Janík, T., Slavík, J., Najvar, P., & Janíková, M. (2019). Shedding the content: Semantics of teaching burdened by didactic formalisms. Journal of Curriculum Studies, 51(2), 185–201. https://doi.org/10.1080/00220272.2018.1552719 Přejít na DOI Vyhledej v Google Scholar

[8] Jean, G., & Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4), 1023–1042. https://doi.org/10.1016/j.system.2013.10.008 Přejít na DOI Vyhledej v Google Scholar

[9] Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387. https://doi.org/10.1007/s10763-015-9616-7 Přejít na DOI Vyhledej v Google Scholar

[10] Killen, R. (2006). Effective teaching strategies. Lessons from research and practice. Thompson Social Science Press. Vyhledej v Google Scholar

[11] Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505–514. https://doi.org/10.1016/j.tate.2010.10.004 Přejít na DOI Vyhledej v Google Scholar

[12] Litke, E., Boston, M., & Walkowiak, T.A. (2021). Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality. Studies in Educational Evaluation, 68, 100956. https://doi.org/10.1016/j.stueduc.2020.100956 Přejít na DOI Vyhledej v Google Scholar

[13] Mason, R., & Buschkuehle, C. P. (Eds.) (2013). Images and identity: Educating citizenship through digital arts. Intellect Ltd. Vyhledej v Google Scholar

[14] McDonald, S.P. (2016). The transparent and the invisible in professional pedagogical vision for science teaching. School Science and Mathematics, 116(2), 95–103. https://doi.org/10.1111/Ssm.12156 Přejít na DOI Vyhledej v Google Scholar

[15] Mitchell, R.N., & Marin, K.A. (2015). Examining the use of a structured analysis framework to support prospective Teacher noticing. Journal of Mathematics Teacher Education, 18(6), 551–575. https://doi.org/10.1007/s10857-014-9294-3 Přejít na DOI Vyhledej v Google Scholar

[16] Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483–500. https://doi.org/10.1080/00131911.2018.1441127 Přejít na DOI Vyhledej v Google Scholar

[17] Roose, I., Goossens, M., Vanderlinde, R., Vantieghem, W., & Van Avermaet, P. (2018). Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study. Studies in Educational Evaluation, 56, 71–84. https://doi.org/10.1016/j.stueduc.2017.11.007 Přejít na DOI Vyhledej v Google Scholar

[18] Santagata, R. (2011). From teacher noticing to a framework for analyzing and improving classroom lessons. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 182–198). Taylor and Francis. Vyhledej v Google Scholar

[19] Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online/Journal Für Bildungsforschung Online, 7(2), 34–58. Vyhledej v Google Scholar

[20] Schlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM, 50(3), 475–490. https://doi.org/10.1007/s11858-018-0917-5 Přejít na DOI Vyhledej v Google Scholar

[21] Seidel, T., & Shavelson, F. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. Vyhledej v Google Scholar

[22] Sherin, M. G., & van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155 Přejít na DOI Vyhledej v Google Scholar

[23] Sherin, M. G., Russ, R. S., & Colestock, A.A. (2011). Assessing mathematics teachers’ in-the-moment noticing. In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 79–94). Taylor and Francis. Vyhledej v Google Scholar

[24] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189x015002004 Přejít na DOI Vyhledej v Google Scholar

[25] Simpson, A., & Vondrová, N. (2019). Developing pre-service teachers’ professional vision with video interventions: a divergent replication. Journal of Education for Teaching, 45(5), 567-584. https://doi.org/10.1080/02607476.2019.1674563 Přejít na DOI Vyhledej v Google Scholar

[26] Simpson, A., Vondrová, N., & Žalská, J. (2018). Sources of shifts in pre-service teachers’ patterns of attention: the roles of teaching experience and of observational experience. Journal of Mathematics Teacher Education, 21(6), 607–630. https://doi.org/10.1007/s10857-017-9370-6 Přejít na DOI Vyhledej v Google Scholar

[27] Sonmez, D., & Hakverdi-Can, M. (2012). Videos as an instructional tool in pre-service science teacher education. Egitim Arastirmalari-Eurasian Journal of Educational Research, 46, 141–158. Vyhledej v Google Scholar

[28] Star, J.R., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features: A replication study In M. G. Sherin, V.R. Jacobs, & R.A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117–133). Taylor and Francis. Vyhledej v Google Scholar

[29] Steffensky, M., Gold, B., Holdynski, M., & Möller, K. (2015). Professional vision of classroom management and learning support in science classrooms – Does professional vision differ across general and content-specific classroom interactions? International Journal of Science and Mathematics Education, 13(2), 351–368. https://doi.org/10.1007/S10763-014-9607-0 Přejít na DOI Vyhledej v Google Scholar

[30] Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373–394. https://doi.org/10.1007/s10857-008-9079-7 Přejít na DOI Vyhledej v Google Scholar

[31] Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E.O. Schack, M.H. Fisher, & J.A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts and frameworks (pp. 281–301). Springer. Vyhledej v Google Scholar

[32] Stürmer, K., Könings, K.D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–483. https://doi.org/10.1111/J.2044-8279.2012.02075.X Přejít na DOI Vyhledej v Google Scholar

[33] Sugni, M., Barbaglio, A., Bonasoro, F., Gioria, M., Fasano, P., & Pasini, M. E. (2011). The role of models in science: A multicomprehensive experience with the sea urchin Paracentrotus lividus. Procedia-Social and Behavioral Sciences, 93, 1404–1408. Vyhledej v Google Scholar

[34] Sun, J., & van Es, E.A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201–214. https://doi.org/10.1177/0022487115574103 Přejít na DOI Vyhledej v Google Scholar

[35] van Es, E.A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53, 17–27. https://doi.org/10.1007/s11858-020-01211-4 Přejít na DOI Vyhledej v Google Scholar

[36] Vondrová, N., & Žalská, J. (2015). Ability to notice mathematics specific phenomena: What exactly do student teachers attend to? Orbis scholae, 9(2), 77–101. https://doi.org/10.14712/23363177.2015.81 Přejít na DOI Vyhledej v Google Scholar

[37] Wiens, P.D., LoCasale-Crouch, J., Cash, A.H., & Romo Escudero, F. (2021). Preservice teachers’ skills to identify effective teaching interactions: Does it relate to their ability to implement them? Journal of Teacher Education, 72(2), 180–194. https://doi.org/10.1177/0022487120910692 Přejít na DOI Vyhledej v Google Scholar

Scientia in educatione

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