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Using authentic video clips of classroom instruction to capture teachers’ moment-to-moment perceiving as knowledge-filtered noticing
ZDM ( IF 2.481 ) Pub Date : 2021-01-03 , DOI: 10.1007/s11858-020-01201-6
Nicole B. Kersting , James E. Smith , Beau Vezino

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video. Consistent with theory, correlations were of moderate size and provided evidence that the measures captured somewhat different information. We suggest that the difference can be explained by different cognitive processes: the moment-to-moment measure primarily captured noticing as a function of bottom-up (nonconscious) processes, while reflective noticing engaged top-down (conscious) processes. We conclude by considering strengths and limitations of this novel approach and the usefulness of differentiating between bottom-up and top-down processes to characterize existing measures of teacher noticing.



中文翻译:

使用真实的课堂教学视频片段来捕捉教师的瞬间感,即知识过滤的注意

在本文中,我们报告了一种基于视频的新颖测量方法,该方法用于衡量教师作为知识过滤知觉的瞬间到瞬间。我们开发了一些项目,以捕捉教师对自己的教学与真实课堂教学的三个短片中显示的教学的相似性的看法。我们描述了项目的设计,并根据教师观看每个视频后提供的相似性的判断,将教师的当下注意与他们的反思性注意进行了关联。与理论一致,相关性的大小适中,并提供了证据表明这些措施捕获了一些不同的信息。我们建议,可以用不同的认知过程来解释这种差异:瞬间到瞬间的测量主要是注意到自下而上(无意识)过程的功能,反思性地注意到自上而下的(有意识的)过程。最后,我们考虑了这种新颖方法的优点和局限性,以及区分自下而上和自上而下的过程以表征现有教师注意程度的有用性。

更新日期:2021-01-04
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