Thesis
To what extent can the matrix for teacher noticing represent the noticing of primary teachers?
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T17058
- Person Identifier (Local)
- 201676213
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- The power and responsibility of teachers has been the focus on the national and international sphere across the minority world (countries largely considered ‘developed’, with a small percentage of people living there). Within the Scottish context there are headline aims of Excellence and Equity, underpinned by the commitment to raising standards and closing the poverty-related attainment gap (Scottish Government (SG), 2016). Achieving this largely centres on improving the quality of teaching that pupils receive (Tay et al., 2023) and to that end, teacher learning plays a significant role (Alvunger et al., 2017; Jan, 2017). What teachers do matters (Sugrue, 2004); they influence pupils’ classroom experiences and learning (Alvunger et al., 2017; Davids & Waghid, 2020). Teacher Noticing is a promising and developing construct that promotes the use of responsive, reflective teaching to enable teachers to be creative and empowered in their own learning (Lee & Kim, 2022). They are more likely to make an impact on learner outcomes as they can use their reflections to better plan for next steps in learning (Weins et al., 2021). Noticing demonstrates how teachers make sense of classroom experiences and actively use their reflections to make informed pedagogical decisions for the future, within the lesson and beyond (Jacobs et al., 2010). The experience can be transformative not simply for teacher knowledge and skills, but also their perspectives and values (Van Es et al., 2017). This thesis aims to explore the application of a new framework for Teacher Noticing that aims to address constrictions and limitations identified within the commonly used Learning to Notice Framework (LTNF) (Van Es, 2011). A new Matrix for Teacher Noticing (MTN) was created and implemented in a learning intervention undertaken by three Scottish primary teachers. The outcomes and impact of the experience are shared and understood by using the Matrix to represent their learning and the shifts they made. Thus, the Matrix better represents Teacher Noticing with complexity, as well as how isolated 'shifts' are typified to better inform those who plan, deliver, and evaluate teacher learning experiences and their impact in schools.
- Advisor / supervisor
- Sims, Rebekah
- Cassidy, Claire
- Resource Type
- DOI
Relations
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PDF of thesis T17058 | 2024-10-01 | Public | Download |