About the project
This PhD project aims to contribute to further knowledge development regarding these questions. I will look especially into how different learning activities on campus support the teacher students in developing their professional vision when orchestrating classroom talks.
To explore these questions, I will conduct an intervention study in the teacher education program at ILS (UiO) where I will try out different learning activities in the subject-specific didactics seminars. The activities include the use of model videos, videos from the students’ own teaching from their field placement, the use of observation rubrics and deliberate practice in the seminars.
In my research I want to study how these activities influence the teacher students’ understanding of critical moments and how this affects their understanding of the role of being a teacher.
In the first phase of the project, I want to examine this in mathematics pedagogy seminars. In the second phase of the project, I want to expand the study to include didactics seminars in different subjects to examine how different traditions and communities influence the understanding and enactment of professional vision.
Background
Research on teachers and teacher education has emphasized how the teachers’ professional vision has a great impact on the quality of their classroom teaching. A major part of this research has looked into the teacher’s ability to “notice,” meaning how the teacher perceives and reflects on important events in the classroom. The use of video has shown to be a powerful tool in fostering this competence.
In the last couple of years, the socio-cultural aspect of teacher noticing has gained increased attention. This has raised an awareness of how the development of this competence can be viewed as a process of socialization in which the teachers develop a professional vision. My project will aim at expanding and elaborate our knowledge of these processes as they unfold in teacher education.