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Teacher noticing of pre-service and in-service secondary mathematics teachers = influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher noticing of pre-service and in-service secondary mathematics teachers/ by Anton Bastian.
其他題名:	influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
作者:	Bastian, Anton.
出版者:	Wiesbaden :Springer Fachmedien Wiesbaden : : 2024.,
面頁冊數:	xxiv, 171 p. :ill., digital ; : 24 cm.;
Contained By:	Springer Nature eBook
標題:	Teaching and Teacher Education. -
電子資源:	https://doi.org/10.1007/978-3-658-45619-1
ISBN:	9783658456191

Teacher noticing of pre-service and in-service secondary mathematics teachers = influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
Bastian, Anton.

Teacher noticing of pre-service and in-service secondary mathematics teachersinfluences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /[electronic resource] :by Anton Bastian. - Wiesbaden :Springer Fachmedien Wiesbaden :2024. - xxiv, 171 p. :ill., digital ;24 cm. - Perspektiven der Mathematikdidaktik,2522-0802. - Perspektiven der Mathematikdidaktik..

Introduction -- Theoretical Framework and State of the Art -- Methodological Approach -- Publication I -- Publication II -- Publication III -- Discussion of Results and Outlook -- References.

In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers' noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master's students, early career teachers, and experienced teachers, and one longitudinal study with 175 master's students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master's students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing. About the author Anton Bastian is a researcher at the Faculty of Education at the University of Hamburg in the field of mathematics pedagogy.

ISBN: 9783658456191

Standard No.: 10.1007/978-3-658-45619-1doiSubjects--Topical Terms:

783596
Teaching and Teacher Education.

LC Class. No.: QA10.5

Dewey Class. No.: 510.71

Teacher noticing of pre-service and in-service secondary mathematics teachers = influences of teaching experience, cognitive demands, and teaching internships on perception, interpretation, and decision-making /
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