Teacher noticing and its growth toward expertise : An expert–novice comparison with pre-service and in-service secondary mathematics teachers
Journal article
Bastian, Anton, Kaiser, Gabriele, Meyer, Dennis, Schwarz, Björn and König, Johannes. (2022). Teacher noticing and its growth toward expertise : An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics. 110(2), pp. 205-232. https://doi.org/10.1007/s10649-021-10128-y
Authors | Bastian, Anton, Kaiser, Gabriele, Meyer, Dennis, Schwarz, Björn and König, Johannes |
---|---|
Abstract | Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing. |
Keywords | teacher noticing; expertise development; expert–novice comparison; mathematics education; pre-service; in-service; secondary mathematics teachers |
Year | 2022 |
Journal | Educational Studies in Mathematics |
Journal citation | 110 (2), pp. 205-232 |
Publisher | Springer |
ISSN | 0013-1954 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10649-021-10128-y |
Scopus EID | 2-s2.0-85121390625 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 205-232 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 18 Dec 2021 |
Publication process dates | |
Accepted | 28 Nov 2021 |
Deposited | 30 May 2022 |
https://acuresearchbank.acu.edu.au/item/8xx7z/teacher-noticing-and-its-growth-toward-expertise-an-expert-novice-comparison-with-pre-service-and-in-service-secondary-mathematics-teachers
Download files
Publisher's version
OA_Bastian_2022_Teacher_noticing_and_its_growth_toward.pdf | |
License: CC BY 4.0 | |
File access level: Open |
109
total views47
total downloads1
views this month0
downloads this month