Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Pedro Ivars, Ceneida Fernández, Sebastian Kuntze, Jens Krummenauer
Universidad de Alicante
⬇ Download PDFNoticing is a teacher competence that implies attending, interpreting and making decisions in teaching-learning situations, and that can be developed in initial training programs analysing vignettes. Since vignettes often are contextually framed, research is needed to explore noticing of pre-service teachers from different cultural and institutional contexts. Participants are 73 Spanish and 56 German pre-service teachers (PTs) who had to plan a follow-up lesson after analysing a cartoon-based vignette depicting a teaching–learning situation about fraction operations. Results show that most PTs from the both groups were able to provide a problem according to the objective of the follow-up lesson, but they had difficulties in justifying their decisions.
vignettesteacher noticingfraction operationspre-service teachers