Attempts at shared attention accompany supportive instruction among experienced teachers but non-supportive instruction among student teachers¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Overall amounts of shared-attention attempts were similar, but student teachers' attempts occurred mostly in non-supportive episodes (73.0%) while experienced teachers' occurred mostly in supportive episodes (76.0%). → Maikki Pouta 2020

Evidence¶

Maikki Pouta 2020¶

Maikki Pouta, Erno Lehtinen & Tuire Palonen. (2020). Student Teachers' and Experienced Teachers' Professional Vision of Students' Understanding of the Rational Number Concept. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09536-y

q2 · i? · associational · r1

Eye-movement analysis of gaze shifts from material to student's face and back, cross-tabulated with instruction quality. Student teachers made 95 and experienced teachers 86 attempts at shared attention; no effect size is printed.

"However, student teachers indicated more shared attention in fraction understanding non-supportive episodes and experienced teachers in fraction understanding supportive episodes. The difference was significant, χ2 (1, N =1 8 4 )=4 1 . 9 7 ,p <0 . 0 0 1 ."

Discussion¶

Related Claims¶

• Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching — related
• Comprehension instruction in resource rooms consisted mostly of teacher question-and-answer monitoring rather than explicit comprehension-strategy instruction — related
• Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations — related