What and how mathematics teachers notice while co-planning instruction
Résumé
The study explores what and how teachers notice while co-planning to teach given instructional
activities. The analyzed data material has been chosen from video recordings of nine co-planning
sessions from one group of primary school in-service teachers in collaboration with a teacher
educator. Out of the 76 episodes identified in the nine co-planning sessions, only five were coded as
high levels of noticing. However, we found that episodes of lower levels of noticing were important
starting points, closely connected to episodes of high levels of noticing. This finding is illustrated by
analyzing one co-planning session in depth. Our analysis indicates that the choice of instructional
activity and by giving teachers the opportunity to try out the activity in their own class before the
session might be of importance for co-planning discussions to attain higher levels of noticing.
Origine | Fichiers produits par l'(les) auteur(s) |
---|