한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제26권4호
  • /
  • Pages.311-331
  • /
  • 2023
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

Mathematics Teacher Educators' Collective Noticing on Microteaching

  • Na Young Kwon (Mathematics Education, Inha University) ;
  • Jung Colen (School of Education, Bellarmine University) ;
  • Sheunghyun Yeo (Mathematics Education, Daegu National University of Education) ;
  • Hoyun Cho (School of Education, Capital University) ;
  • Jinho Kim (Mathematics Education, Daegu National University of Education)
  • 투고 : 2023.12.07
  • 심사 : 2023.12.22
  • 발행 : 2023.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This article explores how mathematics teacher educators (MTEs) engaged in collaborative inquiry into the microteaching experiences of preservice teachers (PSTs), ultimately developing a noticing framework through collective MTE inquiry. We delve into the specifics of what MTEs notice focusing on three emerging categories of noticing on PST's microteaching videos-lesson structure, task quality, and teaching practices. Each category, along with MTEs' noticing within these components, is elaborated through vignettes. This approach positions MTEs' noticing as a crucial element in the overarching vision to enhance the teaching practices of PSTs.

키워드

참고문헌

  1. Allen, D. W. (1966). Micro-Teaching: A description Stanford teacher education program. Stanford University.
  2. Abdurrahman, K. (2010). Learner-centered micro teaching in teacher education. International Journal of Education, 3(1), 77-100.
  3. Arsal, Z. (2014). Microteaching and pre-service teachers' sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453-464. https://doi.org/10.1080/02619768.2014.912627
  4. Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24-40. https://doi.org/10.1016/j.linged.2007.04.002
  5. Blomberg, G., Sturmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: effects of viewers' teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131-1140. https://doi.org/10.1016/j.tate.2011.04.008
  6. Carr, W. (1989) Quality in teaching: arguments for a reflective profession. Routledge.
  7. Chapin, S. H., O'Connor, C., O'Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K-6. Math Solutions.
  8. Cohen, D., & Ball, D. L. (1999). Instruction, capacity, and improvement. CPRE Research Report Series No. RR-43. Consortium for Policy Research in Education, University of Pennsylvania.
  9. Corbin, J., & Strauss, A. (2015). Basics of qualitative research (4th ed.). 
  10. Diana, T. J. (2013). Microteaching revisited: Using technology to enhance the professional development of pre-service teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. https://doi.org/10.1080/00098655.2013.790307
  11. Fernandez, C. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351-362. https://doi.org/10.1016/j.tate.2009.09.012
  12. Frobisher, L. (1994). Problems, investigations and an investigative approach. In A. Orton & G. Wain (Eds.), Issues in Teaching Mathematics (pp. 150-173). Cassell.
  13. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633. https://doi.org/10.1525/aa.1994.96.3.02a00100
  14. Grossman, P. (2009). Studying teacher education, the report of the AERA panel on research and teacher education: Research on pedagogical approaches in teacher education. Lawrence Erlbaum Associates.
  15. Hamel, C., & Viau-Guay, A. (2019). Using video to support teachers' reflective practice: A literature review. Cogent Education, 6(1), 1-14. https://doi.org/10.1080/2331186X.2019.1673689
  16. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. https://doi.org/10.2307/749690
  17. Herbst, P. G. (2003). Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher. American Educational Research Journal, 40(1), 197-238. https://doi.org/10.3102/00028312040001197
  18. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., . . . Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21. https://doi.org/10.3102/0013189X025004012
  19. Ho, K. F. & Tan, P. (2013). Developing a professional vision of classroom practices of a mathematics teacher: Views from a researcher and a teacher. Teaching Education, 24(4), 415-426. http://dx.doi.org/10.1080/10476210.2012.727179
  20. Jacobs, V. R., & Spangler, D. A. (2017). Research on core practices in K-12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 766-792). National Council of Teachers of Mathematics.
  21. Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. https://doi.org/10.5951/jresematheduc.41.2.0169
  22. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
  23. Korthagen, F. A. J., & Kessels, P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17. https://doi.org/10.3102/0013189X028004004
  24. Krupa, E. E., Huey, M., Lesseig, K., Casey, S., & Monson, D. (2017). Investigating secondary preservice teacher noticing of students' mathematical thinking. In E. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp.49-72). Springer.
  25. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63. https://doi.org/10.3102/00028312027001029
  26. Mason, J. (2002). Researching your own practice-The discipline of noticing. London and New York.
  27. Mergler, A. G. & Tangen, D. J. (2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21(2), 199-210. https://doi.org/10.1080/10476210902998466
  28. National Research Council (2001). Educating teachers of science, mathematics, and technology: New practices for the new millennium. The National Academies Press.
  29. National Council of Teacher of Mathematics (1991). Professional standards for teaching mathematics. Author.
  30. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Author.
  31. National Council of Teachers of Mathematics (2007). Mathematics teaching today: Improving practice, improving student learning. Author.
  32. National Council of Teachers of Mathematics (2014). Principles to action: Ensuring mathematical success for all. Author.
  33. Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage.
  34. Sherin M. G. (2001). Developing a professional vision of classroom events. In T. Wood, B. S. Nelson, & J. Warfield (Eds.) Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Erlbaum.
  35. Sherin, M. G. (2007). The development of teachers' professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 383-395). Erlbaum.
  36. Sherin, M. G. Russ, R. S., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), 27-46.
  37. Smith, M. S., & Stein, M. K. (1998). Reflections on practice: Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3(5), 344-350. https://doi.org/10.5951/mtms.3.5.0344
  38. Staples, M., & King, S. (2017). Facilitating meaningful mathematical discourse. In D. A. Spangler & J. J. Wanko (Eds.), Enhancing classroom practice with research behind principles to actions (pp. 37-48). National Council of Teachers of Mathematics.
  39. Stockero, S. L. (2014). Transitions in prospective mathematics teacher noticing. In J. J. Lo, K. R. Leatham, & L. R. Van Zoest (Eds.), Research trends in mathematics teacher education (pp. 239-259). Springer International.
  40. Sullivan, P., Walker, N., Borcek, C., & Rennie, M. (2015). Exploring a structure for mathematics lessons that foster problem solving and reasoning. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia) (pp. 41-56). MERGA.
  41. Van de Walle, J., Karp, K., & Bay-Williams, J. M. (2009). Elementary & middle school mathematics: Teaching developmentally (7th ed.). Pearson.
  42. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24(2), 244-276. https://psycnet.apa.org/doi/10.1016/j.tate.2006.11.005
  43. Yeo, J. B. (2017). Development of a framework to characterize the openness of mathematical tasks. International Journal of Science and Mathematics Education, 15(1), 175-191. https://doi.org/10.1007/s10763-015-9675-9
  44. Yeo, S., Colen, J., Kwon, N. Y., Cho, H., Kim, J., & Lim, W. (2022). Development of Mathematical Task Analytic Framework: Proactive and Reactive Features. Research in Mathematical Education, 25(4), 285-309. https://doi.org/10.7468/jksmed.2022.25.4.285