skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: The self as noticer: Supporting preservice teachers’ developing awareness.
Gaining insight into how one’s noticing shapes decision-making can enable a teacher to reflect on how they frame, interpret, and respond to classroom activity and disrupt the influence of dominant ideologies. Working in the context of teacher education, we conjectured that systematically analyzing and reflecting on their own noticing can enable preservice teachers (PSTs) in mathematics to develop more equitable practices. Using data from summative assignments in a course on advancing equitable teaching, we investigate how PSTs use lenses of equitable teaching to make sense of their noticing and develop conceptions of equity. Analysis reveals that PSTs engaged in meaningful reflection and adopted terms from the course but avoided discussing the sociopolitical dimensions of instruction. These findings have implications for course design and facilitation in the context of developing PSTs’ noticing for equity.  more » « less
Award ID(s):
1661164
PAR ID:
10424825
Author(s) / Creator(s):
;
Editor(s):
Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
Date Published:
Journal Name:
Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Page Range / eLocation ID:
1255-1264
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; (, IGI Global)
    This chapter reports on work from a decade-long project to develop and study the use of teaching simulations focused on the teaching practices of eliciting and interpreting student thinking to support preservice teachers' (PSTs') learning. The chapter describes how teaching simulations focused on these practices allow teacher educators to support PSTs in orienting to student sense-making that is at the heart of equitable mathematics instruction. The teaching simulation approach is described. Examples illustrate how the approach is designed and facilitated in ways that make visible PSTs' engagement with three teaching performance areas (eliciting the student's process, using mathematical knowledge and skill, and conveying respect for the student as a mathematical thinker and learner) that are crucial for more equitable mathematics instruction. Connections between each of the performance areas and more equitable eliciting and interpreting of student thinking are described alongside the ways in which teacher educators can provide feedback that supports PSTs' development. 
    more » « less
  2. ; ; ; ; ; (, Journal of Educational Research in Mathematics)
    As a core practice, teacher noticing of students' mathematical thinking is foundational to other teaching practices. Yet, this practice is difficult for preservice teachers (PSTs), particularly the component of interpreting students' thinking (e.g., Teuscher et al., 2017). We report on a study of our design of a specific approximation of teacher noticing task with the overarching goal of conceptualizing how to design approximations of practice that support PSTs' learning to notice student thinking in technology-mediated environments with a specific focus on interpreting students' mathematical thinking. Drawing on Grossman et al.'s (2009) Framework for Teaching Practice (i.e., pedagogies of practice), we provided decomposed opportunities for PSTs to engage with the practice of teacher noticing. We analyzed how our design choices led to different evidence of the PSTs' interpretations through professional development design study methods. Findings indicate that the PSTs frequently interpret what students understood. Yet, they were more challenged by interpreting what students did not yet understand. Furthermore, we found that providing lesson goals and asking the PSTs to respond to a prompt of deciding how to respond had the potential to elicit PSTs' interpretations of what the students did not yet understand. The study highlights the interplay between task design, prompt wording, and PSTs' interpretations, which emphasizes the complexity of developing teacher noticing 
    more » « less
  3. ; ; ; (, Journal of technology and teacher education)
    The benefits of using video in teacher education as a tool for reflection and for developing professional expertise have long been recognized. Recent introduction of 360 video technology holds promise to extend these benefits as it allows prospective teachers to reflect on their own performance by considering the classroom from multiple perspectives. This study examined nine prospective secondary teachers’ (PSTs) noticing and self-reflection on the 360 recordings of their own teaching. The PSTs, enrolled in a capstone course Mathematical Reasoning and Proving for Secondary Teachers, taught a proof-oriented lesson to small groups of students in local schools while capturing their teaching with 360 video cameras. We analyzed the PSTs’ written comments on their video and reflection reports to identify the categories of noticing afforded by the 360 technology as well as the instances of PSTs’ learning. The results point to the powerful potential of 360 videos for supporting PSTs’ self-reflection and professional growth. 
    more » « less
  4. (, Journal of science teacher education)
    As a result of the increased inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to better understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. Ed+gineering provides novel opportunities for PSTs to experience teaching and learning engineering and coding content by building COVID-companion robots. Growing evidence supports robotics as a powerful approach to STEM learning for PSTs. In this study, Ed+gineering examined three cases to explore this overarching question: In what ways did PSTs’ virtual robotics project experience develop their self-efficacy for teaching engineering and coding? Three PST cases were examined, within the context of their work with other team members (i.e., undergraduate engineering student(s), 5th graders). To understand each of three PSTs’ virtual robotics project experiences, multiple data sources were collected and analyzed which includes mid- and post-semester CATME, end of course short-answer reflections, follow up interviews (including a modified Big Five personality inventory), and Zoom session recordings. Elementary PSTs Brenda, Erica, and Sarah experienced various levels of commitment and engagement in their five Zoom sessions. These factors, along with other personal and external influences, contributed to Bandura’s four identified sources of self-efficacy. This study examines these contributing factors to create an initial working model of how PSTs develop teaching self-efficacy. In this conference session, science teacher educators will learn more about this model and pedagogical decisions that seemed to influence PST’s self-efficacy for teaching engineering and computer science. 
    more » « less
  5. ; (, Proceedings of the 16th International Conference of the Learning Sciences)
    Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Effective teaching relies on practices of reflection and inquiry that must be cultivated throughout teachers’ careers. Professional development (PD) can support those practices by positioning participants to develop and build on insights. Using data from a PD program focused on teacher noticing for equity, we draw on practice theory to identify the process and associated practices that emerged through participation in collaborative inquiry. Analysis reveals three phases of activity, consisting of interrelated practices that drove insight-based learning: building awareness, collaborative exploration, and learning through design. Through engaging in this process, participants made unconscious aspects of teaching visible that allowed participants to deepen and expand their insights, and through design, articulated new insights and situated their learning back in the context of their teaching. These findings have implications for designing PD that prioritizes participants’ agency to cultivate practices of reflection and inquiry. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email