教学实习对职前教师注意中学数学教育的影响

Anton Bastian, Johannes König, Jonas Weyers, Hans-Stefan Siller, Gabriele Kaiser
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摘要

在本研究中,我们考察了教学实习和相关学习机会(如上课或反思教学实践)对教师注意的三个方面(感知、解释和决策)的影响。对这些方面的交叉滞后效应进行了研究,以包括各方面之间的相互影响,并促进对教师注意的发展及其三个方面如何预测这一发展的深入了解。具体而言,本研究探讨了教师的注意是否以及在多大程度上随着教学实习过程而发生变化,以及教学实习过程变量如何影响教师注意技能的变化等研究问题。我们以来自德国六所大学的 175 名职前教师为样本,采用基于视频的前测和后测方法对专业注意进行了研究。结果表明,在实习过程中,教师注意能力的三个方面都有了明显的提高,但影响大小较小,而解释是这种发展的一个关键方面,具有自回归影响,并影响着感知和决策的发展。在教师实习过程中,只有一些学习机会对教师的注意能力产生了显著影响。例如,理论联系实际和实践反思似乎促进了教师注意能力的发展,而单纯的教学过程对解释和决策没有影响,甚至对感知有负面影响。总之,这项研究证明了教学实习在培养职前教师注意能力方面的潜力,并强调了需要改进的地方。
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Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.
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