Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Es, Elizabeth A. van; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

doi:10.1080/07370008.2017.1317125

Cited by 116 publications

(102 citation statements)

References 85 publications

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“…Often this practice leads to teachers categorizing student science ideas or responses as "correct" or "incorrect" and that in turn restricts them from attending to the substance of student thinking. Similar studies on teacher noticing have reported improvement in teachers noticing skills, progressing from descriptions and evaluations, to making at least some call-outs and connecting them to teaching principles with evidence (Van Es et al, 2017;Van Es & Sherin, 2008;Van Es & Sherin, 2002;Van Es & Barnhart, 2015;Luna et al, 2018). This progression is however closely tied to careful scaffolds provided to the teachers either through courses, discussions, software, videos, etc.…”

Section: Theoretical and Empirical Foundationsmentioning

confidence: 83%

“…This progression is however closely tied to careful scaffolds provided to the teachers either through courses, discussions, software, videos, etc. (Van Es et al, 2017;Van Es & Sherin, 2008;Van Es & Sherin, 2002). We found that most reported studies insist on various forms of scaffolds to support teacher reflection on their noticing and interpretation of student thinking.…”

Section: Theoretical and Empirical Foundationsmentioning

confidence: 99%

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Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Dalvi¹,

Hofmann²

2019

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A teachers' ability to notice and analyse the substance of student thinking, is an important feature of effective science teaching. To prepare new science teachers to attend to students' thinking, it is important for teacher educators to first understand what novice teachers notice in science classrooms, what they associate with the idea of noticing and in what ways their noticing skills can progress. To study novice teachers' noticing abilities, our study employs two different assessment tools, an open noticing assignment and a focused noticing task as pre and post assessments during a semester long science methods course. We report on a variety of noticing themes that highlight a wide variation in what the novice teachers perceive as important to notice in science classrooms. Pre-post analysis of these noticing themes suggests a shift in noticing from general classroom aspects towards noticing science specific aspects as science topics or concepts being discussed and students' ideas about those. Using a mixed methods analysis lens for both tools, we present various sophistication levels of teacher noticing. These levels not just serve as an indicator of the PSTs' noticing skills but also as a framework for educators to help PSTs develop responsive teaching strategies in elementary science classrooms.

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Section: Theoretical and Empirical Foundationsmentioning

confidence: 83%

Section: Theoretical and Empirical Foundationsmentioning

confidence: 99%

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Dalvi¹,

Hofmann²

2019

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“…Kategoriensystem begründet wurde, später jedoch verstärkt und dass sie bei ihren Bewertungen Bezüge zu verschiedenen weiteren Aspekten herstellten. Bezüglich des Aufmerksamkeitsfokus ist es für die Professionsentwicklung wichtig, Beobachtungen zu integrieren, um die Beziehung zwischen Schülerdenken, Unterrichtspraxis und fachlichem Inhalt zu untersuchen (van Es et al 2017). Damit gelingt es durch den Einsatz von interaktiven Video-Vignetten, Lehramtsstudierende in den Masterstudiengängen der Fächer Biologie, Chemie und Physik gemeinsam in ihren diagnostischen Fähigkeiten zu fördern.…”

Section: Diskussionunclassified

Interaktive Videovignetten aus naturwissenschaftlichem Unterricht – Förderung der Diagnosekompetenz von Lehramtsstudierenden hinsichtlich der Experimentierfähigkeit von Schülerinnen und Schülern

Eghtessad¹,

Höner²

2018

MedienPädagogik

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Während die Akzeptanz und positive Wirkung videofallbasierten Lernens empirisch belegt ist (Schrader et al. 2010), ist die Frage, unter welchen Bedingungen wissenschaftlich abgesicherte Videofallarbeitskonzepte in die Aus- und Weiterbildungspraxis von (angehenden) Lehrpersonen integriert werden können, wenig untersucht (Digel und Hetfleisch 2013). In der vorliegenden Studie werden aus authentischen Experimentierphasen von Schülerinnen und Schülern in Kleingruppen im naturwissenschaftlichen Unterricht interaktive Videovignetten erstellt, die in Lehrveranstaltungen im Master eingesetzt sowie zur individuellen Nutzung auf einer Lehr-Lernplattform zur Verfügung gestellt werden. Die Studierenden beobachten, beschreiben und analysieren die videografierten Situationen im Event-Sampling und entwickeln Handlungsalternativen. Sie nutzen hierbei ein Kategoriensystem, das auf dem SDDS-Modell basiert (Klahr und Dunbar 1988; Klahr 2000). Die Analysen der Studierenden werden mit Expertenratings verglichen. Die Ergebnisse zeigen, dass auf Basis dieser videobasierten Lerngelegenheiten die Diagnosekompetenz von Lehramtsstudierenden der naturwissenschaftlichen Fächer in Bezug auf die experimentellen Problemlösefähigkeiten von Schülerinnen und Schülern bereits in der universitären Ausbildungsphase angebahnt werden kann. Die einzelfallgestützte, qualitative Auswertung der Lernprozessanalysen zeigt eine zunehmende Reflexionsbreite, die jedoch noch nicht durchgängig am SDDS-Modell bzw. Kategoriensystem begründet wird (Reflexionstiefe).

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“…Associado ao reconhecimento e interpretação do pensamento dos alunos surge a capacidade de noticing. A capacidade de noticing não tem uma caracterização única, mas parece reconhecer-se globalmente que esta remete para atender a momentos importantes, raciocinar acerca dos mesmos e decidir como agir (VAN ES et al, 2017).…”

Section: Introductionunclassified

O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais

Cabral

Oliveira

Mendes

2019

EMP

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Este artigo propõe-se caracterizar o pensamento funcional de futuras educadoras e professoras (FEPs) e a sua capacidade de perceber (noticing) o pensamento funcional de alunos dos anos iniciais, no âmbito da resolução de tarefas sobre sequências pictóricas crescentes. Pretende-se, também, refletir sobre a relevância de uma intervenção centrada na Early Algebra na formação de FEPs. A metodologia adotada é qualitativa, sendo os dados recolhidos por meio da observação participante e da recolha documental. Os resultados evidenciam que a experiência contribuiu para o aprofundamento do pensamento funcional das FEPs e que, no que se refere à capacidade de perceber o pensamento algébrico dos alunos, as FEPs atendem a diversos aspetos chave que permitem caracterizar o seu pensamento funcional.

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Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cited by 116 publications

References 85 publications

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Interaktive Videovignetten aus naturwissenschaftlichem Unterricht – Förderung der Diagnosekompetenz von Lehramtsstudierenden hinsichtlich der Experimentierfähigkeit von Schülerinnen und Schülern

O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais

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Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cited by 116 publications

References 85 publications

Towards Answering, &lt;i&gt;What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science&lt;/i&gt;? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, &lt;i&gt;What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science&lt;/i&gt;? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Interaktive Videovignetten aus naturwissenschaftlichem Unterricht – Förderung der Diagnosekompetenz von Lehramtsstudierenden hinsichtlich der Experimentierfähigkeit von Schülerinnen und Schülern

O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais

Contact Info

Product

Resources

About

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms