Universität zu Köln

Santagata, Rossella ORCID: 0000-0003-1499-8556, König, Johannes ORCID: 0000-0003-3374-9408, Scheiner, Thorsten ORCID: 0000-0002-1118-5958, Nguyen, Ha ORCID: 0000-0001-7138-1427, Adleff, Ann-Kristin, Yang, Xinrong ORCID: 0000-0003-3520-898X and Kaiser, Gabriele ORCID: 0000-0002-6239-0169 (2021). Mathematics teacher learning to notice: a systematic review of studies of video-based programs. ZDM-Math. Educ., 53 (1). S. 119 - 135. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1863-9704

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Abstract

Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Santagata, Rossella UNSPECIFIED orcid.org/0000-0003-1499-8556 UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Scheiner, Thorsten UNSPECIFIED orcid.org/0000-0002-1118-5958 UNSPECIFIED Nguyen, Ha UNSPECIFIED orcid.org/0000-0001-7138-1427 UNSPECIFIED Adleff, Ann-Kristin UNSPECIFIED UNSPECIFIED UNSPECIFIED Yang, Xinrong UNSPECIFIED orcid.org/0000-0003-3520-898X UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-592182
DOI:	10.1007/s11858-020-01216-z
Journal or Publication Title:	ZDM-Math. Educ.
Volume:	53
Number:	1
Page Range:	S. 119 - 135
Date:	2021
Publisher:	SPRINGER HEIDELBERG
Place of Publication:	HEIDELBERG
ISSN:	1863-9704
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language PROFESSIONAL-DEVELOPMENT; DECISION-MAKING; COMPETENCE MEASUREMENT; EDUCATION; VISION; PERCEPTION; CONTEXT Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/59218