Expanding on prior conceptualizations of teacher noticing
Expanding on prior conceptualizations of teacher noticing
复制标题
扩展教师注意的先前概念
DOI：
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复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
M. Sherin
中科院分区：
文献类型：
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作者：
Elizabeth A. van Es;M. Sherin
近年来的研究表明，教师注意是教学的一个核心结构，但同时也提出了一些新的问题。在这里，我们提供了一个扩展的框架，解决三个关键问题。具体来说，我们建议，出席不仅涉及选择特定的功能的教学观察，但也忽视方面的课堂互动是不那么重要。此外，我们建议，对观察到的现象的调查的立场是中央绘制有关观察到的现象的推论。最后，我们扩展了教师注意的边界，包括塑造，创造互动的行为，提供更多的机会参加和解释值得注意的数学互动。换句话说，教师不仅仅是注意行为的被动旁观者，而是他们塑造互动，以获得更多的信息，从而进一步观察和解释学生的想法。
While recent research demonstrates that teacher noticing is a core construct of teaching, it also raises new questions about this construct. Here, we offer an expanded framework that addresses three key questions. Specifically, we suggest that attending involves not only selecting particular features of instruction to observe, but also disregarding aspects of classroom interactions that are less consequential. In addition, we propose that a stance of inquiry about observed phenomena is central to drawing inferences about observed phenomena. Finally, we extend the boundaries of teacher noticing to include shaping, the act of creating interactions that provide increased opportunities to attend to and interpret noteworthy mathematical interactions. In other words, teachers are not simply passive bystanders in the act of noticing, rather they shape interactions to gain access to additional information to allow for further observation and interpretation of student thinking.
小学数学教师课堂情景诊断能力
DOI：
10.1007/s11858-016-0759-y
发表时间：
2016
期刊：
ZDM
影响因子：
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作者：
Döhrmann;Kaiser;König;Blömeke
通讯作者：
Blömeke