Topic Dr. Rotem: (11.00 AM – 11.45 AM)
Pre-service mathematics teachers noticing critical events – what it is, what it is good for and what is yet to be explored
Mathematics teacher noticing is the practice of attending to, interpreting and responding to students' mathematical thinking. Teacher noticing is considered a core teacher practice that supports students' learning, and in the past two decades it has become a prominent research strand in mathematics education. In the talk, I will present the construct of critical events, which are moments where students' thinking becomes apparent and can serve the teacher to develop the students' mathematical understanding, as a way to concretize the object of teachers' noticing of students' mathematical thinking. Through sharing several studies, I will present a model that characterizes critical events that pre-service teachers identified during field placement. I will show what this model allows us to learn about pre-service teachers' development, and how teacher educators can support pre-service teachers' learning to notice critical events. Lastly, I will share some future directions where the construct of noticing critical events is used to support pre-service teachers in learning contemporary ways of teaching mathematics such as grounding mathematics learning in socio-ecological issues from daily experiences and teaching mathematics through 3D printing and design.
Topic Hannah van Dijk: (11:45 AM – 12:30 AM)
The identity development of pre-service science teachers - and research ideas for the future
In my research project, I am investigating how science teachers see their role in fostering the development of scientific literacy. My first study focuses on the identity development of pre-service science teachers, to be more precise the development of a scientific-literacy minded teacher identity. During the talk I will present some data from the interviews from my first study and ideas for future studies.