The Views of Recently Qualified Primary PGCE Teachers and their Headteachers on Effective Initial Teacher Education

1998 ◽  
Vol 22 (1) ◽  
pp. 15-24 ◽  
Author(s):  
David Blake ◽  
Vincent Hanley
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

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