Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences
Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences
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数学教师专业注意力的增长：不同教学经历的中国教师专业注意力的比较研究
DOI：
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
G. Kaiser
中科院分区：
文献类型：
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作者：
Xinrong Yang;J. König;G. Kaiser
过去十年，数学教育研究中对教师注意研究的兴趣日益浓厚。然而，人们对教师注意力的增长及其如何受到教学实践的影响知之甚少。与专家-新手范式不同，在本文中，我们通过一项横断面研究来解决这一研究差距，该研究调查了中国数学教师的注意力如何受到他们的发展阶段的影响，以他们的教学经验的长度来衡量。该研究包括 152 名刚完成初始教师教育的职前教师、162 名具有 1 至 5 年教学经验的早期职业教师，以及 123 名具有 15 年以上教学经验的经验丰富的数学教师，他们参与了基于视频的注意能力评估，该评估由感知、解释和决策等子方面概念化。我们的研究结果表明，中国数学教师的教师关注度几乎呈线性增长，职前教师和经验丰富的教师之间存在显着差异，而职前教师和早期职业教师之间的差异很小。使用微分项目函数（DIF）方法的分析进一步表明，职前和早期职业教师在与改革导向或西化数学教学方法更相关的方面表现出优势，例如处理开放式任务、识别合作学习的特征和数学建模任务。相比之下，经验丰富的教师在感知学生思维、评价教师行为、分析学生数学思维方面表现出优势。我们的研究结果进一步强调，教师注意的三个子方面在三个参与的教师群体中发展不同。这些发现表明，教学经验是中国背景下教师注意发展的影响因素之一。
The last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years’ teaching experience, and 123 experienced mathematics teachers with more than 15 years’ teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students’ thinking, evaluating teachers’ behavior, and analyzing students’ mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.
关于基于视频的评估的复杂性：克服教师能力研究缺陷的理论和方法方法
DOI：
10.1007/s10763-015-9616-7
发表时间：
2015
影响因子：
2.2
作者：
Kaiser;König;Blömeke
通讯作者：
Blömeke