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Teacher noticing and its growth toward expertise
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.
Journal Article
The narrative of mathematics teachers : elementary school mathematics teachers' features of education, knowledge, teaching and personality
\"The issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners\"-- Provided by publisher.
Book
Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
Journal Article
The role of teacher identity in teacher self-efficacy development: the case of Katie
This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.
Journal Article
Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing
Although research on teachers’ noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers’ noticing and teachers’ knowledge as an influential basis of their professional noticing. This paper examines this relationship based on a study involving 203 in-service Chinese mathematics teachers. The results suggest that the different components of teacher knowledge influence teacher noticing differently. Among others, the sub-facets of teachers’ noticing, “interpretation and decision-making,” have a stronger correlation with teachers’ knowledge than the sub-facet “perception.” However, due to social and cultural differences between Eastern and Western countries, the study did not identify strong connections, as expected from the results of studies carried out in Western countries. Instead, rather weak overall connections between mathematics teachers’ knowledge and their noticing could be identified reflecting specific features of Chinese culture.
Journal Article
Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials
Building on the work of Professional Noticing of Children's Mathematical Thinking, the authors introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them.
Journal Article