Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 9
- Editora
- Frontiers Media
- Ano
- 2024 (2024-04-17)
- Idioma
- en
- Palavras-chave
- teacher noticing; teaching internship; pre-service teachers; high school mathematics; professional noticing; interpretation; decision-making; perception; reflective practice; combining theory with practice; teacher professional development
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.3389/feduc.2024.1360315
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BASTIAN, Anton et al.. Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education. Frontiers in Education, v. 9, 2024. DOI: https://doi.org/10.3389/feduc.2024.1360315.
APA
Bastian, A., König, J., Weyers, J., Siller, H. S., & Kaiser, G. (2024). Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1360315
BibTeX
@article{bastian2024,
author = {Bastian, Anton and König, Johannes and Weyers, Jonas and Siller, Hans-Stefan and Kaiser, Gabriele},
title = {Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education},
year = {2024},
journal = {Frontiers in Education},
volume = {9},
publisher = {Frontiers Media},
doi = {10.3389/feduc.2024.1360315},
language = {en}
}RIS
TY - JOUR AU - Bastian, Anton AU - König, Johannes AU - Weyers, Jonas AU - Siller, Hans-Stefan AU - Kaiser, Gabriele TI - Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education PY - 2024 JO - Frontiers in Education VL - 9 DO - 10.3389/feduc.2024.1360315 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Entre a BNCC e a Sala de Aula
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27996
-
La formación ciudadana en las prácticas educativas con las matemáticas
Pedagogía y Saberes, n. 65 · DOI 10.17227/pys.num65-22606
Em verificação -
Exploring the Knowledge- Practice Gap in Preservice Secondary Mathematics Teaching
Kaladarpan कलादर्पण, v. 6, n. 1 · DOI 10.3126/kaladarpan.v6i1.97846