Preservice teachers’ articulated noticing through pedagogies of practice

Abstract

Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.

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Notes

  1. 1.

    Differences in specific mathematical or pedagogical content of pivotal moments PSTs noticed were observed in relation to which institution PSTs attended. However, sufficient data about the context of each course at the time was not collected to fully contextualize these findings. Therefore, we refrain from discussing them further to avoid unwarranted conjecture.

  2. 2.

    Tashakkori and Teddlie (2003) refer to quantitized data as “collected qualitative data types [which are] converted into numerical codes that can be statistically analyzed” (p. 9).

  3. 3.

    Due to risk of obtaining a Type I error when conducting multiple McNemar tests for the statistical analysis of phase two data, we used a Bonferroni-adjusted significance level of .004 to account for this risk. All \( \chi^{2} \) statistics reported as significant meet the Bonferroni-adjusted significance level.

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Acknowledgements

We would like to acknowledge and extend gratitude to the Service, Teaching, and Research (STaR) Program (https://amte.net/star) for bringing us together for this project.

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Correspondence to Anne T. Estapa.

Appendix

Appendix

See Tables 5, 6, and 7.

Table 5 Phase one analysis examples from written and animated mediums of who excerpts
Table 6 Phase one analysis examples from written and animated mediums of what excerpts
Table 7 Phase one analysis examples from written medium of how excerpts

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Estapa, A.T., Amador, J., Kosko, K.W. et al. Preservice teachers’ articulated noticing through pedagogies of practice. J Math Teacher Educ 21, 387–415 (2018). https://doi.org/10.1007/s10857-017-9367-1

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Keywords

  • Noticing
  • Elementary preservice teachers
  • Pedagogies of practice
  • Mathematics