Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions
Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions
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发表时间：
2002-12
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通讯作者：
E. V. Es;M. Sherin
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作者：
E. V. Es;M. Sherin
数学和科学教育改革鼓励教师在课堂上展开教学时，部分地将教学建立在课堂上，特别注意学生提出的想法。这种即时调整教学的能力要求教师能够注意和解释课堂互动的各个方面，这是改革教学的关键。本文定义了在改革背景下“注意”的含义，并描述了一个旨在帮助教师学习这样做的多媒体工具。然后，作者报告了一项研究，其中六名寻求中学教学认证的数学和科学教师使用该软件来检查教学。结果表明，使用该软件帮助教师开发新的方法来分析教学。具体来说，教师开始确定他们的课堂互动中的特定事件值得注意，更频繁地使用具体的证据来讨论这些事件，并提供自己的解释这些事件。本研究有助于我们对教师认知的理解，也对那些在改革背景下设计和实施教师教育的人有一定的启示。数学和科学教育改革的一个关键原则是创造教师在教学过程中做出教学决定的课堂环境。在数学课堂上，教师和学生应该仔细倾听彼此的想法，教师要适应
Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students raise. This ability to adapt instruction in the moment requires that teachers be able to notice and interpret aspects of classroom interactions that are key to reform teaching. This paper defines what it means to “notice” in the context of reform and describes a multimedia tool designed to help teachers learn to do so. The authors then report on a study in which six mathematics and science teachers seeking secondary teaching certification used the software to examine teaching. The results suggest that use of the software helped the teachers to develop new ways to analyze instruction. Specifically, the teachers began to identify particular events in their classroom interactions as noteworthy, to more frequently use specific evidence to discuss these events, and to provide their own interpretations of these events. This research adds to our understanding of teacher cognition and also has implications for those who are designing and implementing teacher education in the context of reform. A key tenet of mathematics and science education reform is the creation of classroom environments in which teachers make pedagogical decisions in the midst of instruction. In the mathematics classroom, teachers and students are expected to listen carefully to one another’s ideas, with teachers adapting