First Impressions Matter: An Analysis of Prospective Teachers' Noticing of Curriculum Materials
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| Title: | First Impressions Matter: An Analysis of Prospective Teachers' Noticing of Curriculum Materials |
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| Language: | English |
| Authors: | Scott S. Block, Kelsey Quaisley, Lorraine M. Males |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Instructional Materials, Mathematics Teachers, Mathematics Curriculum, Student Attitudes |
| Abstract: | Given the ubiquity of curriculum materials and complexity of their usage, it is imperative that teacher education programs prepare prospective teachers (PSTs) to use curriculum materials. In this paper, we focus on what PSTs notice when they are interacting with curriculum materials, and how their initial impressions of curriculum materials influence their later understandings of curriculum materials. We found that PSTs' 20-second impressions may be indicative of their longer impressions of curriculum materials, which can include their preferences, values, beliefs, and approaches to using curriculum materials. We suggest that teacher educators expose PSTs to a variety of curriculum materials to better support PSTs in planning and enacting lessons. [For the complete proceedings, see ED657822.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED657924 |
| Database: | ERIC |
| Abstract: | Given the ubiquity of curriculum materials and complexity of their usage, it is imperative that teacher education programs prepare prospective teachers (PSTs) to use curriculum materials. In this paper, we focus on what PSTs notice when they are interacting with curriculum materials, and how their initial impressions of curriculum materials influence their later understandings of curriculum materials. We found that PSTs' 20-second impressions may be indicative of their longer impressions of curriculum materials, which can include their preferences, values, beliefs, and approaches to using curriculum materials. We suggest that teacher educators expose PSTs to a variety of curriculum materials to better support PSTs in planning and enacting lessons. [For the complete proceedings, see ED657822.] |
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