Using 360-degree video to explore teachers' professional noticing

2022 ◽  
pp. 104443
Author(s):  
Karl W. Kosko ◽  
Jennifer Heisler ◽  
Enrico Gandolfi
Keyword(s):  
Professional Noticing

Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

2020 ◽  
pp. 002248712093954
Author(s):  
Karl W. Kosko ◽  
Richard E. Ferdig ◽  
Maryam Zolfaghari
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Future Research ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Novel Technology

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.

Book Review: Multiple Perspectives of Teacher Noticing: An Emerging Area of Research

2015 ◽  
Vol 46 (3) ◽  
pp. 371-376
Author(s):  
Edna O. Schack ◽  
Molly H. Fisher ◽  
Jonathan N. Thomas
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Mathematics Teacher ◽  
American Education ◽  
Research Association ◽  
Multiple Perspectives ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Education Award

“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.

Professional Noticing: Developing Responsive Mathematics Teaching

2014 ◽  
Vol 21 (5) ◽  
pp. 294-303 ◽  
Author(s):  
Jonathan N. Thomas ◽  
Sara Eisenhardt ◽  
Molly H. Fisher ◽  
Edna O. Schack ◽  
Janet Tassell ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Professional Noticing

Learn how to coordinate the use of CCSSM with this emerging framework to attend to children's actions, make interpretations, and respond with robust instruction.

Coaching to develop teacher professional noticing: planning with students and mathematics in mind

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paula M. Jakopovic
Keyword(s):  
Narrative Analysis ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Mathematics Coaching ◽  
Content Type ◽  
Teacher Professional ◽  
And Mathematics ◽  
Release Model ◽  
Gradual Release

PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Scaffolding student teachers’ professional noticing when using lesson study

2020 ◽  
pp. 76-85
Author(s):  
Gro Naesheim-Bjørkvik ◽  
Nina Helgevold ◽  
Deborah Sorton Larssen
Keyword(s):  
Student Teachers ◽  
Lesson Study ◽  
Professional Noticing

Professional Noticing into Practice: An Examination of Inservice Teachers’ Conceptions and Enactment

2019 ◽  
Vol 12 (2) ◽  
pp. 110-123
Author(s):  
Jonathan Thomas ◽  
David Dueber ◽  
Molly Fisher ◽  
Cindy Jong ◽  
Edna O. Schack
Keyword(s):  
Inservice Teachers ◽  
Professional Noticing
Sign in / Sign up

Export Citation Format

Share Document