Conceptualizing geography teachers' subject-specific noticing during instruction
During instruction teachers are exposed to multiple stimuli. Expert teachers manage this complex classroom situation by noticing incidents relevant to learning while neglecting others. Besides issues of classroom management, teachers must notice subject-specific incidents while teaching to support...
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| Format: | Article |
| Language: | English |
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European Association of Geographers
2019-01-01
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| Series: | European Journal of Geography |
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| Online Access: | https://www.eurogeojournal.eu/index.php/egj/article/view/40 |
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| _version_ | 1846098974067392512 |
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| author | Nina SCHOLTEN Dietmar HÖTTECKE Sandra SPRENGER |
| author_facet | Nina SCHOLTEN Dietmar HÖTTECKE Sandra SPRENGER |
| author_sort | Nina SCHOLTEN |
| collection | DOAJ |
| description |
During instruction teachers are exposed to multiple stimuli. Expert teachers manage this complex classroom situation by noticing incidents relevant to learning while neglecting others. Besides issues of classroom management, teachers must notice subject-specific incidents while teaching to support students` subject-specific learning. This paper deals with the question of how geography-specific noticing can be conceptualized. More specifically the aim of the article is to elucidate features of a geographical noticing incident. In order to achieve this aim the article considers the pertinent literature on teacher noticing (i.e. the PID model and the noticing construct) and deduces defining features thereof. These features are then discussed theoretically in relation to geography education to determine subject specificities. The result is a compilation of features of geographical noticing incidents. The theoretical ideas are substantiated in a geographical noticing incident which is presented in the form of a written vignette to demonstrate the utility of the concept.
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| format | Article |
| id | doaj-art-fbccccf6fb6a4d3899cfc8524d8a0cd6 |
| institution | Kabale University |
| issn | 1792-1341 2410-7433 |
| language | English |
| publishDate | 2019-01-01 |
| publisher | European Association of Geographers |
| record_format | Article |
| series | European Journal of Geography |
| spelling | doaj-art-fbccccf6fb6a4d3899cfc8524d8a0cd62025-01-01T06:57:52ZengEuropean Association of GeographersEuropean Journal of Geography1792-13412410-74332019-01-0193Conceptualizing geography teachers' subject-specific noticing during instructionNina SCHOLTEN Dietmar HÖTTECKE Sandra SPRENGER During instruction teachers are exposed to multiple stimuli. Expert teachers manage this complex classroom situation by noticing incidents relevant to learning while neglecting others. Besides issues of classroom management, teachers must notice subject-specific incidents while teaching to support students` subject-specific learning. This paper deals with the question of how geography-specific noticing can be conceptualized. More specifically the aim of the article is to elucidate features of a geographical noticing incident. In order to achieve this aim the article considers the pertinent literature on teacher noticing (i.e. the PID model and the noticing construct) and deduces defining features thereof. These features are then discussed theoretically in relation to geography education to determine subject specificities. The result is a compilation of features of geographical noticing incidents. The theoretical ideas are substantiated in a geographical noticing incident which is presented in the form of a written vignette to demonstrate the utility of the concept. https://www.eurogeojournal.eu/index.php/egj/article/view/40teacher competence, noticing, teacher education, vignette, teacher performance |
| spellingShingle | Nina SCHOLTEN Dietmar HÖTTECKE Sandra SPRENGER Conceptualizing geography teachers' subject-specific noticing during instruction European Journal of Geography teacher competence, noticing, teacher education, vignette, teacher performance |
| title | Conceptualizing geography teachers' subject-specific noticing during instruction |
| title_full | Conceptualizing geography teachers' subject-specific noticing during instruction |
| title_fullStr | Conceptualizing geography teachers' subject-specific noticing during instruction |
| title_full_unstemmed | Conceptualizing geography teachers' subject-specific noticing during instruction |
| title_short | Conceptualizing geography teachers' subject-specific noticing during instruction |
| title_sort | conceptualizing geography teachers subject specific noticing during instruction |
| topic | teacher competence, noticing, teacher education, vignette, teacher performance |
| url | https://www.eurogeojournal.eu/index.php/egj/article/view/40 |
| work_keys_str_mv | AT ninascholten conceptualizinggeographyteacherssubjectspecificnoticingduringinstruction AT dietmarhottecke conceptualizinggeographyteacherssubjectspecificnoticingduringinstruction AT sandrasprenger conceptualizinggeographyteacherssubjectspecificnoticingduringinstruction |