Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10649-024-10336-2.pdf
Reference50 articles.
1. Amador, J. M. (2022). Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking. Journal of Mathematics Teacher Education, 25(2), 163–189. https://doi.org/10.1007/s10857-020-09483-z
2. Amador, J. M., Bragelman, J., & Superfine, A. C. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99, 1–16. https://doi.org/10.1016/j.tate.2020.103256
3. Amador, J. M., Wallin, A., Keehr, J., & Chilton, C. (2021). Collective noticing: teachers’ experiences and reflection on a mathematics video club. Mathematics Education Research Journal, 1–26. https://doi.org/10.1007/s13394-021-00403-9
4. Ball, L. D., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479
5. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93. https://doi.org/10.1016/j.tate.2014.09.005
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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