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Communication Dans Un Congrès Année : 2023

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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Dates et versions

hal-04421652 , version 1 (27-01-2024)

Identifiants

  • HAL Id : hal-04421652 , version 1

Citer

Kübra Yıldırım, Gülseren Karagöz Akar. Noticing skills of prospective and novice mathematics teachers with different teacher perspectives. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421652⟩

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