دورية أكاديمية
Learning to Notice Collaboration: Examining the Impact of Professional Development on Mathematics Teachers' Enhanced Awareness in CSCL Settings
| العنوان: | Learning to Notice Collaboration: Examining the Impact of Professional Development on Mathematics Teachers' Enhanced Awareness in CSCL Settings |
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| اللغة: | English |
| المؤلفون: | Benzi Slakmon (ORCID |
| المصدر: | International Journal of Computer-Supported Collaborative Learning. 2024 19(2):137-155. |
| 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: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Mathematics Teachers, Attention, Peer Relationship, Teacher Collaboration, Problem Solving, Faculty Development, Program Effectiveness, Interpersonal Communication, Computer Assisted Instruction |
| DOI: | 10.1007/s11412-024-09423-6 |
| تدمد: | 1556-1607 1556-1615 |
| مستخلص: | Acknowledging the pivotal role of noticing in teachers' professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers' noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers' noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers' noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1428599 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1556-1607 1556-1615 |
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| DOI: | 10.1007/s11412-024-09423-6 |