Prospective teachers notice fewer pedagogically significant incidents than current faculty teachers before training¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q3 i? Prospective teachers received lower noticing scores than current faculty at pre-test, noticing about half of the 15 predefined incidents. → Heinonen 2023

Evidence¶

Heinonen 2023¶

Heinonen, N., Katajavuori, N., Murtonen, M., & Södervik, I. (2023). Short pedagogical training in supporting university teachers' professional vision: A comparison of prospective and current faculty teachers. Instructional Science, 51, 201–229. https://doi.org/10.1007/s11251-022-09603-7

q3 · i? · causal · r1

Pre-test video annotation task with 70 participants; prospective teachers noticed on average 7.32 incidents (SD = 3.05) versus 9.65 (SD = 2.21) for current faculty. The study reports "they received lower noticing scores" (Z = −3.255, p = 0.001).

"Prospective teachers paid less attention to pedagogically significant incidents in the video compared to current faculty, that is to say, they received lower noticing scores (Z = − 3.255, p = 0.001)."

Discussion¶

Related Claims¶

• After training, prospective teachers caught up with current faculty in reasoning but still had lower noticing scores — related
• Before pedagogical training, prospective university teachers have lower professional vision scores than current faculty teachers — related
• Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty — related
• Reasoning scores of both prospective and current faculty teachers increased significantly during the short pedagogical training, but noticing did not improve significantly in either group — related