Nurturing Pre-Service Teachers' Professional Noticing Skills Through Pedagogies of Practice.
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| Title: | Nurturing Pre-Service Teachers' Professional Noticing Skills Through Pedagogies of Practice. |
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| Authors: | Ergene, Busra Caylan1 (AUTHOR) bcaylan@sakarya.edu.tr, Bostan, Mine Isiksal2 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Jun2025, Vol. 23 Issue 5, p1309-1339. 31p. |
| Subject Terms: | *Student teachers, *Teacher development, *Teacher education, Area measurement, Video excerpts |
| Abstract: | The study investigated the impact of pedagogies of practice approach on pre-service teachers' professional noticing skills in perimeter and area measurement concepts. Thirty-two pre-service teachers engaged in a video-based module situated in pedagogies of practice framework, and the analysis of three pre-service teachers was provided for in-depth exploration. The findings showed that there was mostly an increase in the level of evidence provided by the pre-service teachers at the end of the sessions. More specifically, two pre-service teachers who initially had weaker skills in attending, interpreting, and deciding how to respond when decomposing the video clips individually in the first session improved their skills in the third session. In addition, learning to professionally notice students' mathematical thinking in perimeter and area measurement in the decomposition of the represented practice assisted pre-service teachers in attending and interpreting the students' thinking and deciding on instructional actions in the approximation of practice. In this way, all three pre-service teachers provided robust levels of evidence for the noticing prompts in the approximation of practice. Our findings suggest integrating pedagogies of practice in pre-service teacher education since it nurtures the development of pre-service teachers' professional noticing skills. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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