Noticing skills of prospective and novice mathematics teachers with different teacher perspectives
Résumé
A multi-case qualitative research study was conducted to examine the noticing skills of prospective
and novice teachers who hold different teacher perspectives. Two participants' two- real classroom
teachings both as a prospective teacher in 2016 and as a novice teacher in 2018 were analysed using
teacher perspectives and learning to notice frameworks. Also, the lesson plans, pre-interviews, and
post-interviews of the teachings were examined. Results of the analysis showed that one of the
participants had the characteristics of the Progressive Incorporation Perspective (PIP) and extended
level of teacher noticing and the other had the characteristics of the Perception Based Perspective
(PBP) and mixed level noticing, both as prospective and novice teachers. Results suggest the use of
teacher perspectives to determine why teachers notice what and how they notice.
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