caa a22 4500 606187812 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s10857-014-9294-3 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9294-3 Examining the use of a structured analysis framework to support prospective teacher noticing [Elektronische Daten] [Rebecca Mitchell, Katherine Marin] The ability to notice important events in a teaching situation and make decisions about these events is a key component of teaching well. Prospective teachers tend to notice more superficial aspects of classroom practice, such as class management. This article examines a video club in which four student teachers utilized the Mathematical Quality of Instruction (MQI) analysis framework to code each other's lessons and to discuss their coding in facilitated group sessions. We found that participants became better able to notice important aspect of mathematics more generally and MQI components more specifically. They also adopted a less evaluative stance toward what they noticed. Finally, their self-reported beliefs and practices altered; they credited their participation in the video club for their attempts to incorporate more opportunities for students to engage with mathematical content and ideas. Springer Science+Business Media Dordrecht, 2014 Prospective teachers nationallicence Video club nationallicence Noticing nationallicence MQI nationallicence Mitchell Rebecca Lynch School of Education, Boston College, 140 Commonwealth Avenue, 02467, Chestnut Hill, MA, USA aut Marin Katherine Lynch School of Education, Boston College, 140 Commonwealth Avenue, 02467, Chestnut Hill, MA, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/6(2015-12-01), 551-575 1386-4416 18:6<551 2015 18 10857 https://doi.org/10.1007/s10857-014-9294-3 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9294-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Mitchell Rebecca Lynch School of Education, Boston College, 140 Commonwealth Avenue, 02467, Chestnut Hill, MA, USA aut NATIONALLICENCE 700 1- Marin Katherine Lynch School of Education, Boston College, 140 Commonwealth Avenue, 02467, Chestnut Hill, MA, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/6(2015-12-01), 551-575 1386-4416 18:6<551 2015 18 10857