Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers' noticing

被引：2
|
作者：
Gotwalt, Elizabeth Schiavone [1 ]
机构：
[1] Univ Maryland, Benjamin Bldg 3942,Campus Dr, College Pk, MD 20742 USA
来源：
TEACHING AND TEACHER EDUCATION | 2023年 / 131卷
关键词：
Teacher education; Practice -based teacher education; Social justice; Noticing; Professional development; In-service teacher education; Video -stimulated recall interviews; Learning labs; Pedagogies of teacher education; Practice -embedded teacher education; STIMULATED RECALL; CORE PRACTICES; EXPLORATION; KNOWLEDGE; VISION; RACISM; BACK;
D O I：
10.1016/j.tate.2023.104202
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Supporting teachers to acknowledge the influence of structural inequities in their classrooms is a perennial challenge in teacher education. There is a need for research on supporting teachers to do the important work of noticing structural inequities in their classrooms. Using qualitative methods, the present study responds to this need, revealing that one teacher educator pedagogy may have supported teachers to notice the influence of structural inequities in their classrooms. In an analysis that juxtaposes teacher noticing and teacher educator pedagogies, this manuscript tells a story of initial teacher resis-tance, teacher educator persistence, and resulting teacher noticing of structural inequities.& COPY; 2023 Elsevier Ltd. All rights reserved.
引用
收藏
页数：13
相关论文
共 50 条
  • [1] Multidimensional Noticing for Equity: Theorizing Mathematics Teachers' Systems of Noticing to Disrupt Inequities
    van Es, Elizabeth A.
    Hand, Victoria
    Agarwal, Priyanka
    Sandoval, Carlos
    [J]. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 2022, 53 (02) : 114 - 132
  • [2] Preservice teachers’ articulated noticing through pedagogies of practice
    Anne T. Estapa
    Julie Amador
    Karl W. Kosko
    Tracy Weston
    Zandra de Araujo
    Rachael Aming-Attai
    [J]. Journal of Mathematics Teacher Education, 2018, 21 : 387 - 415
  • [3] Preservice teachers' articulated noticing through pedagogies of practice
    Estapa, Anne T.
    Amador, Julie
    Kosko, Karl W.
    Weston, Tracy
    de Araujo, Zandra
    Aming-Attai, Rachael
    [J]. JOURNAL OF MATHEMATICS TEACHER EDUCATION, 2018, 21 (04) : 387 - 415
  • [4] Relationship Between Chinese Mathematics Teachers' Knowledge and Their Professional Noticing
    Yang, Xinrong
    Kaiser, Gabriele
    Koenig, Johannes
    Bloemeke, Sigrid
    [J]. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 2021, 19 (04) : 815 - 837
  • [5] An exploratory study of the relation between teachers' implicit theories and teacher noticing
    Bates, Meg S.
    Cimpian, Joseph R.
    Beilstein, Shereen Oca
    Moran, Cheryl
    Curry, Kate
    Jay, Victoria
    Henricks, Genevieve M.
    Perry, Michelle
    [J]. JOURNAL OF MATHEMATICS TEACHER EDUCATION, 2024,
  • [6] Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing
    Xinrong Yang
    Gabriele Kaiser
    Johannes König
    Sigrid Blömeke
    [J]. International Journal of Science and Mathematics Education, 2021, 19 : 815 - 837
  • [7] Mathematics Teacher Noticing: Seeing Through Teachers' Eyes
    Schack, Edna O.
    Fisher, Molly H.
    Thomas, Jonathan N.
    [J]. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 2015, 46 (03) : 371 - 375
  • [8] Mathematics teacher noticing: seeing through teachers' eyes
    Wright, David
    [J]. RESEARCH IN MATHEMATICS EDUCATION, 2012, 14 (01) : 98 - 104
  • [9] Mathematics teacher educator noticing: examining interpretations and evidence of students' thinking
    Amador, Julie M.
    [J]. JOURNAL OF MATHEMATICS TEACHER EDUCATION, 2022, 25 (02) : 163 - 189
  • [10] Mathematics teacher educator noticing: examining interpretations and evidence of students’ thinking
    Julie M. Amador
    [J]. Journal of Mathematics Teacher Education, 2022, 25 : 163 - 189
12345