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10 juillet 2023
- handle: 10670/1.4z8zmf
- isbn: 978-963-7031-04-5
- hal: hal-04421582
info:eu-repo/semantics/OpenAccess
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Raymond Bjuland et al., « What and how mathematics teachers notice while co-planning instruction », HAL-SHS : sciences de l'éducation, ID : 10670/1.4z8zmf
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Résumé
The study explores what and how teachers notice while co-planning to teach given instructional activities. The analyzed data material has been chosen from video recordings of nine co-planning sessions from one group of primary school in-service teachers in collaboration with a teacher educator. Out of the 76 episodes identified in the nine co-planning sessions, only five were coded as high levels of noticing. However, we found that episodes of lower levels of noticing were important starting points, closely connected to episodes of high levels of noticing. This finding is illustrated by analyzing one co-planning session in depth. Our analysis indicates that the choice of instructional activity and by giving teachers the opportunity to try out the activity in their own class before the session might be of importance for co-planning discussions to attain higher levels of noticing.