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首页> 外文期刊>Journal of mathematics teacher education >Preservice teachers’ articulated noticing through pedagogies of practice
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Preservice teachers’ articulated noticing through pedagogies of practice

机译：Preservice教师通过练习教学感染了注意力

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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.
机译：六所大学的初级职前教师参与了一项任务，该任务为他们提供了通过视频呈现、书面分解和动画近似练习表达其专业注意的机会。职前教师的书面陈述表明，大多数关注学生或学生的思考；然而，当被要求通过动画来说明他们的注意时，注意力转移到了课堂老师身上。研究结果表明，职前教师在实践教学法中表达具体数学概念的程度，并强调了选择和利用多种任务以更好地理解职前教师注意的关键重要性。讨论了激发和支持职前教师注意的含义。

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