Repositorio de producción científica de la Universidad de Sevilla

Early childhood preservice teachers and professional noticing

 

Advanced Search
 
Opened Access Early childhood preservice teachers and professional noticing
Cites
Show item statistics
Icon
Export to
Author: Sánchez García, María Victoria
Department: Universidad de Sevilla. Departamento de Didáctica de las Matemáticas
Date: 2014
Published in: International Journal of Teacher Educational Research IJTER, 3 (1)
Document type: Article
Abstract: This study focuses on professional noticing of early childhood preservice teachers. In particular, I try to explore particular aspects that lead them to select a specific child‟s work and how they interpret the selected work. Methodologically, the research is situated within the interpretive tradition in educational research. Participants were 23 early childhood preservice teachers from a Faculty of Education at a large university in Spain. The findings help to characterize different ways of noticing children‟s works, and the difficulties of relating these characterizations with their academic background in general, and mathematical background in particular. In addition, they provide insight into how future teachers give meaning to instructional situations.
Cite: Sánchez García, M.V. (2014). Early childhood preservice teachers and professional noticing. International Journal of Teacher Educational Research IJTER, 3 (1)
Size: 198.4Kb
Format: PDF

URI: http://hdl.handle.net/11441/67782

See editor´s version

This work is under a Creative Commons License: 
Attribution-NonCommercial-NoDerivatives 4.0 Internacional

This item appears in the following Collection(s)