초등학교 신규교사의 노티싱(Noticing) 특성 분석

Abstract

The purpose of this study was to identify characteristics of novice elementary mathematics teachers' noticing and to examine the differences in noticing according to classroom contexts. To achieve these goals, we collected reflection notes from 20 novice teachers, in which they analyzed two mathematics classrooms. Then, we examined the collected data across five domains (when, who, what, how, and where). We also implemented a chi-square test to examine statistical differences between observed classrooms. Results revealed that novice teachers were likely to notice main activities and teacher pedagogy from evaluation stance by using pedagogical knowledge. Additionally, while there were significant differences in when, who, what, and how domains according to the observed classrooms, where domain did not show significant differences. Based on these findings, we provided practical implications for teacher education and research in noticing.