Teacher noticing in Taiwan and Germany – What is the role of cultural norms regarding aspects of instructional quality?

台湾和德国的教师注意到：文化规范在教学质量方面的作用是什么？

• 批准号: 398139852
• 负责人: Professorin Dr. Anika Dreher
• 金额: --
• 依托单位: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/398139852?language=en
• 关键词: Teacher; noticing; Taiwan; Germany; What

After decades of research on teacher professional knowledge, researchers in education still try to find answers to the major question of how teacher knowledge becomes effective in the classroom. In view of theoretical models of teacher competence as well as a growing body of empirical research, situation-specific skills such as teacher noticing appear to be mediating between disposition and performance. Hence, in-depth investigation on the construct of teacher noticing is seen as a promising approach to gain insight into which factors beyond professional knowledge play a role for classroom performance. Existing research on teacher noticing is usually restricted to a single cultural context and thus potential cultural influences remain implicit. In particular, such research does not allow identifying culturally shared beliefs corresponding to norms regarding instructional quality. It is however assumed that such beliefs affect if and how teachers apply their professional knowledge in instructional situations. Consequently, this project follows a cross-cultural contrasting approach to make visible cultural norms that influence teacher noticing regarding aspects of instructional quality. Germany and Taiwan were chosen for the contrast as a Western and an East-Asian country. In terms of contents, mathematics as an internationally homogeneous discipline is focused to avoid additional confounding variance.A challenge of cross-cultural research on teacher noticing is that cultural norms regarding aspects of instructional quality in the mathematics classroom are not only expected to play a role for teacher noticing, but also for the researchers’ operationalizations of the construct. Consequently, the design of this project puts an explicit focus on the investigation of expert norms: According to a two-step design, in the first step, expert norms regarding aspects of instructional quality will be determined. These will be used as a frame of reference for investigating teacher noticing in the second step. Noticing regarding aspects of instructional quality will be assessed by means of text-vignettes. A random sample of N=15 professors in mathematics education in each country is considered as corresponding experts. The teacher sample will include N=75 in each country. This two-step design with mixed-methods data analyses allows measuring teacher noticing relatively to expert norms in terms of consistency within a country and cross-cultural comparisons on two levels. Expected results allow on the one hand conclusions regarding transferable and culture-specific aspects of the teacher noticing construct. On the other hand criteria for valid cross-cultural research on constructs in education which may be sensitive to culture-specific norms will be deduced.

经过几十年的教师专业知识研究，教育研究者仍然试图找到教师知识如何在课堂上发挥作用这一主要问题的答案。鉴于教师能力的理论模型以及越来越多的实证研究，特定情境技能，如教师注意似乎是中介之间的处置和性能。因此，对教师注意结构的深入研究被认为是一种很有前途的方法，可以深入了解专业知识之外的因素对课堂表现的影响。现有的关于教师注意的研究通常局限于单一的文化语境，因而潜在的文化影响是隐性的。特别是，这样的研究不允许确定文化上共享的信念对应的规范教学质量。然而，它是假设，这种信念的影响，如果和如何教师运用他们的专业知识在教学情况。因此，本项目遵循跨文化对比的方法，使可见的文化规范，影响教师注意到有关方面的教学质量。选择德国和台湾作为对比，作为西方和东亚国家。在内容上，数学作为一门国际上同质的学科，其关注点在于避免额外的混淆性差异。教师注意的跨文化研究面临的一个挑战是，有关数学课堂教学质量方面的文化规范不仅要对教师注意起作用，而且要对研究者的操作性建构起作用。因此，本项目的设计明确侧重于专家规范的调查：根据两步设计，在第一步，专家规范方面的教学质量将被确定。这些将作为第二阶段教师注意调查的参考框架。关于教学质量方面的注意事项将通过文本小插图进行评估。每个国家随机抽取N=15名数学教育教授作为相应专家。教师样本将包括每个国家的N=75。这两个步骤的设计与混合方法的数据分析允许测量教师注意相对于专家规范在一个国家内的一致性和跨文化比较两个层面上。预期结果允许一方面的结论，教师注意结构的可转移性和文化的具体方面。另一方面，有效的跨文化研究的标准，在教育结构可能是敏感的文化特定的规范将被推导。