An investigation of noticing skills of pre-service and in-service teachers
An investigation of noticing skills
Abstract
The ability to notice is a skill that has not been adequately emphasized in the teacher training. However, teachers and pre-service teachers can develop this skill with the necessary professional development experiences. The aim of this study is to investigate the skills of teachers and pre-service teachers in the implementation process. Participants of the study, in which the case study was used, are 12 pre-service teachers studying in mathematics teaching and 3 mathematics teachers. The pre-service teachers analyzed mathematical thinking focused videos with students' problem solutions in the course they attended for 3 hours for 5 weeks. In schools, a teacher's lesson was analyzed every week. The data collection tools consist of the written opinion forms, observation notes, video recordings of lecture and follow-up meetings transcriptions. Written opinions of pre-service teachers and teachers were analyzed week by week with Van Es (2011) theoretical framework in order to determine their level of noticing. In the study, it was determined that the noticing levels of pre-service teachers improved. It was found that teachers did not make interpretations at extended level in the level of noticing. The study with its learning environment components provides important elements for future studies.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
