Supporting Pre-Service Secondary Mathematics Teachers' Professional Noticing of Student Thinking

Autor/inn/en	Hine, Gregory; Lesseig, Kristin
Titel	Supporting Pre-Service Secondary Mathematics Teachers' Professional Noticing of Student Thinking
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 8, S.96-116, Artikel 6 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Observation; Thinking Skills; Foreign Countries; Preservice Teacher Education; Intervention; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Beobachtung; Denkfähigkeit; Ausland; Lehramtsstudiengang; Lehrerausbildung; Australien
Abstract	A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs' ability to notice and make pedagogical decisions based on student thinking evidenced in video and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01