Collective noticing: teachers’ experiences and reflection on a mathematics video club
Collective noticing: teachers’ experiences and reflection on a mathematics video club
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集体关注：教师对数学视频俱乐部的经验与反思
DOI：
10.1007/s13394-021-00403-9
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发表时间：
2021
影响因子：
1.8
通讯作者：
Christopher Chilton
中科院分区：
文献类型：
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作者：
Julie M. Amador;Abraham J. Wallin;Jode Keehr;Christopher Chilton
十多年来，视频俱乐部一直被用来支持教师的专业注意力。因此，许多研究评估了视频作为专业学习工具的使用，重点关注视频选择、俱乐部会议和教师访谈等方面。然而，很少有研究人员考虑过随着时间的推移在视频俱乐部中重复经历或教师对视频俱乐部的看法而注意到这一点。在这项研究中，我们结合了多个数据源，探讨了教师个人和集体的关注以及教师参与视频俱乐部的感知价值。这项研究与小学教师一起进行了一个学年。我们的结果表明，教师注意到了教学的广泛方面以及学生数学思维的细节。此外，教师认为参与视频俱乐部可以促进更深入的思考和反思，并鼓励应用所学的教学实践。有趣的是，参与者的注意似乎随着时间的推移而趋同，这表明基于集体经验的社会意义建构。因此，我们引入了集体注意的概念——我们创造的一个术语来描述注意的聚合，这种注意的聚合可能是由于一群教师随着时间的推移专注于相同视频的重复参与和讨论而产生的。我们鼓励教师教育工作者考虑视频俱乐部的具体重点以及通过视频俱乐部过程集体重复经历的后果。
Video clubs have been used for more than a decade to support teachers’ professional noticing. Accordingly, numerous studies have evaluated video use as a tool for professional learning, concentrating on aspects such as video selection, club meetings, and teacher interviews. Yet, few researchers have considered noticing as a result of repeated experiences in video clubs, over time, or teachers’ perceptions of video clubs. In this study, we explored individual and collective teacher noticing and teachers’ perceived value of video club participation, incorporating multiple data sources. The study was conducted over one academic year with elementary teachers. Our results reveal that teachers noticed broad aspects of teaching as well as specifics of students’ mathematical thinking. Additionally, teachers perceived video club participation as prompting deeper thinking and reflection and encouraging application of learned pedagogical practices. Of interest, participant noticing appeared to converge over time, suggesting social construction of meaning based on collective experiences. Thus, we introduce the notion of collective noticing–a term we coin to describe the convergence of noticing that may result from repeated engagement and discourse between a group of teachers focused on the same videos over time. We encourage teacher educators to consider the specific foci of video clubs and the ramifications of collective, repeated experiences through the video club process.
DOI：
10.1002/9781118955567.wbieoc037
发表时间：
2021-07
期刊：
Theories of Workplace Learning in Changing Times
影响因子：
--
作者：
David Gijbels;M. Endedijk;Tim Hirschler
通讯作者：
David Gijbels;M. Endedijk;Tim Hirschler