The Problem of Sunny’s Pennies: A Multi-institutional Study About the Development of Elementary Preservice Teachers’ Professional Noticing
The Problem of Sunny’s Pennies: A Multi-institutional Study About the Development of Elementary Preservice Teachers’ Professional Noticing
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桑尼的便士问题：关于小学职前教师专业注意发展的多机构研究
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Jeffrey C. Shih
中科院分区：
文献类型：
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作者：
Jaime M. Diamond;C. Kalinec;Jeffrey C. Shih
在一项多机构研究中，作者检查了小学职前教师 (PST) 在参加方法课程之前和之后的注意技能。作者特别研究了他们使用认知引导教学（CGI）作为支持 PST 发展儿童数学思维专业注意力的手段。这项研究招募了美国三所机构参加小学教师培训项目的 PST（n=123）。他们观看了四个孩子解决数学问题的视频，并提出了旨在引起他们专业注意的问题。分析显示，在所有三个站点中，作者使用 CGI 支持 PST 来开发构成专业注意框架的三种注意技能中的两种（尽管程度不同）。跨机构比较揭示了对以下方面的重要影响：(a) 教师教育工作者支持 PST 关注的方式；(b) 更广泛的教师教育计划。
In a multi-institutional study, the authors examine elementary preservice teachers’ (PSTs’) noticing skills before and after their engagement in a methods course. In particular, the authors examine their use of Cognitively Guided Instruction (CGI) as a means of supporting the development of PSTs’ professional noticing of children’s mathematical thinking. PSTs (n=123) enrolled in elementary teacher preparation programs across three institutions in the United States were recruited for the study. They were shown a video of four children solving a mathematics problem and asked questions designed to elicit their professional noticing. Analyses revealed that across all three sites the authors’ use of CGI supported PSTs in developing two out of the three noticing skills that comprise the professional noticing framework (albeit to differing degrees). Comparing across institutions revealed important implications for (a) the ways in which teacher educators support PSTs’ noticing and (b) teacher education programs more broadly.