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Early childhood preservice teachers and professional noticing

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Autor: Sánchez García, María Victoria
Departamento: Universidad de Sevilla. Departamento de Didáctica de las Matemáticas
Fecha: 2014
Publicado en: International Journal of Teacher Educational Research IJTER, 3 (1)
Tipo de documento: Artículo
Resumen: 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.
Cita: Sánchez García, M.V. (2014). Early childhood preservice teachers and professional noticing. International Journal of Teacher Educational Research IJTER, 3 (1)
Tamaño: 198.4Kb
Formato: PDF

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

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