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Expanding on Prior Conceptualizations of Teacher Noticing

التفاصيل البيبلوغرافية
العنوان: Expanding on Prior Conceptualizations of Teacher Noticing
اللغة: English
المؤلفون: van Es, Elizabeth A. (ORCID 0000-0001-5057-5898), Sherin, Miriam G.
المصدر: ZDM: Mathematics Education. Apr 2021 53(1):17-27.
الإتاحة: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
تاريخ النشر: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: REC0133900
نوع الوثيقة: Journal Articles
Reports - Research
Descriptors: Teacher Behavior, Observation, Interaction, Teacher Student Relationship
DOI: 10.1007/s11858-020-01211-4
تدمد: 1863-9690
مستخلص: While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include "shaping," the act of creating interactions that provide increased opportunities to attend to and interpret noteworthy mathematical interactions. In other words, teachers are not simply passive bystanders in the act of noticing, rather they "shape" interactions to gain access to additional information to allow for further observation and interpretation of student thinking.
Abstractor: As Provided
Entry Date: 2021
رقم الأكسشن: EJ1295894
قاعدة البيانات: ERIC
الوصف
تدمد:1863-9690
DOI:10.1007/s11858-020-01211-4