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Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Artigo2021

Anton Bastian ORCID; Gabriele Kaiser ORCID; Dennis K. Meyer; Björn Schwarz ORCID; Johannes König ORCID

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Resumo

Abstract Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

Dados da obra

Tipo
Artigo
Periódico
Educational Studies in Mathematics, v. 110, n. 2, p. 205-232
Editora
Springer Science+Business Media
Ano
2021 (2021-12-18)
Idioma
en
Palavras-chave
teacher noticing; teacher expertise; expert-novice comparison; pre-service mathematics teachers; in-service mathematics teachers; novice teachers; teacher decision-making; professional noticing; TEDS-M
Temas
Formação de Professores de Matemática
DOI
10.1007/s10649-021-10128-y
ISSN
0013-1954, 1573-0816
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BASTIAN, Anton et al.. Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, v. 110, n. 2, p. 205-232, 2021. DOI: https://doi.org/10.1007/s10649-021-10128-y.

APA

Bastian, A., Kaiser, G., Meyer, D. K., Schwarz, B., & König, J. (2021). Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205-232. https://doi.org/10.1007/s10649-021-10128-y

BibTeX
@article{bastian2021,
  author = {Bastian, Anton and Kaiser, Gabriele and Meyer, Dennis K. and Schwarz, Björn and König, Johannes},
  title = {Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers},
  year = {2021},
  journal = {Educational Studies in Mathematics},
  volume = {110},
  number = {2},
  pages = {205-232},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10649-021-10128-y},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bastian, Anton
AU  - Kaiser, Gabriele
AU  - Meyer, Dennis K.
AU  - Schwarz, Björn
AU  - König, Johannes
TI  - Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers
PY  - 2021
JO  - Educational Studies in Mathematics
VL  - 110
IS  - 2
SP  - 205
EP  - 232
DO  - 10.1007/s10649-021-10128-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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