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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Reasoning skills increased statistically significantly during the course for both prospective teachers (Z = −2.444, p = 0.015) and current faculty (Z = −4.409, p < 0.001). → Heinonen 2023 q3 i? No statistically significant improvement in noticing skills occurred in either group. → Heinonen 2023 (2)

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

Within-group pre/post comparison of 64 participants' written video interpretations scored 0–4 per incident. The study reports "reasoning skills increased statistically significantly during the course" for both groups, with use of pedagogical concepts clearly increasing.

"the results of the Wilcoxon signed-rank test showed that reasoning skills increased statistically significantly during the course both among prospective teachers (Z = −2.444, p = 0.015) and among current faculty teachers (Z = −4.409, p < 0.001)."

Heinonen 2023 (2)¶

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

Same pre/post design measuring noticing of 15 predefined incidents. The study reports "no statistically significant improvement in noticing skills in either of the groups"; equivalence was not tested.

"However, the pre-test and post-test results showed no statistically significant improvement in noticing skills in either of the groups."

Discussion¶

Learner Variables¶

• Statistical Reasoning — outcome: instruction changes it

Related Claims¶

• After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions — related
• After training, prospective teachers caught up with current faculty in reasoning but still had lower noticing scores — 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
• Before pedagogical training, prospective university teachers have lower professional vision scores than current faculty teachers — related
• Prospective teachers notice fewer pedagogically significant incidents than current faculty teachers before training — related
• Studying double-content examples before video-based analyses hindered student teachers' noticing and reasoning compared to studying without them — related