Large scale MTE studies

Audio Transcript Auto-generated

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  So, um so those were the back to the factors in T. D S. M.

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  And, uh, these were the main factors.

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  I want to say something more about what they did because

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  they played around with these all these data a lot,

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  Which makes a lot of sense when you

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  spend so much time collecting enormous amount of daughter

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  what they did because, as you might remember,

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  the research questions that they asked was about what works best, Um,

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  in terms of generating student teachers with high content knowledge and P C. K.

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  So what they did was they identified, uh,

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  for countries that they considered the A plus countries.

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  Um, that's actually what they wrote.

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  These were the top 10% in terms of performance,

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  and that was 39 programmes from four different countries.

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  So one from Poland, 15 from Russian Russia, 17 from Taiwan and six of us.

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  Um, and what they found was that across all the future,

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  all the student teachers that had responded from these, uh 39 programmes

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  there were a set of nine courses that

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  they almost all had taken. Um,

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  so there was There was a very high probability that

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  they had taken all almost all of these nine courses.

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  There were six, uh, university mathematics courses.

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  So it was beginning Calculus, calculus, linear algebra,

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  probability differential equations and multi various, uh,

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  calculus.

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  There were two math education courses one and mathematics instruction

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  and observation and one analysis and reflection on mathematics.

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  T two.

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  So very much about analysing, observing,

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  teaching, um, and reflecting on it as as important

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  things to learn.

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  And then there's one school mathematics, topics on functions,

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  relations and equations that they obviously have visited.

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  So that's just quite interesting. In terms of what are the successful

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  factors, It gives us some indication.

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  But again, remember, it doesn't tell us how good the teachers are.

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  It just tells us how much content, knowledge and P C. K they get.

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  We'll get to the other bit later.

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  They also looked at teaching Practise called it VF. Who here video fu the eff you?

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  Because that's the Swedish term and it sort of is very telling because it's a

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  sense that you you learn its teaching off student teachers that happens in school.

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  Um,

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  what they looked at here they the only data

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  have found the only results I have found published,

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  but it's very possible that they have written it elsewhere.

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  There's lots of reports in German. There's lots of reports

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  that I probably haven't located in articles.

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  But they looked at the teaching practise just in Germany and the US,

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  and they looked at two variables. How much time was spent teaching

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  according to as far as I understand it,

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  what the student teachers themselves reported and how much time

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  was spent with mentors and they came up with us.

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  Previously, they looked at different models and then try to optimise.

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  And for some reason,

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  even though I think they found that it was optimum with two types,

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  they still chose three to capture this,

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  which anyway Long Storey about statistics and stuff.

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  But three types what they call the early beginners.

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  They don't get to teach much and the mentors often there.

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  And it was a fairly small percentage of the student teachers that reported that

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  half of the student teachers reported that they were more autonomous teachers.

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  They did a lot of teaching, and the mentors were not always there,

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  so they were very much

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  not, not entirely,

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  but they were to a large extent left to to work as a real teacher would,

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  uh And then there was a third type, which is sort of middle middle.

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  They got to teach a fair share, but not the full load.

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  And the mentor was present maybe about half the time.

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  Varied a little bit more in the US than in, um,

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  Germany.

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  But it was It was about a third of the teachers and students

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  teachers in Germany that had this experience in about 15% of the,

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  uh, teachers in the US.

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  So

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  which group do you think did the best?

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  Um, And here, unfortunately,

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  I would love to know how it looked in terms of peace and K,

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  But the only thought I could find were on the general content knowledge.

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  And, uh,

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  it's the mixed group,

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  but I'll perform.

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  And it makes sense to me, because if you just left to teach a lot,

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  you gotta handle all this practical stuff.

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  But if you have

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  a lower teaching load and more time to discuss it with a mentor,

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  surely you must be doing better.

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  Um, it seems to be a little bit bigger difference in in the US

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  than in Germany.

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  um,

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  but

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  the confidence into also also different.

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  And it seems that the first model worked a little bit, but no. Sorry.

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  Yes, that's a That's a lovely thing here. Notice how the scales are different.

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  So the German teachers generally scored higher on the, uh,

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  general, um, pedagogic knowledge.

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  Um, but the difference is still is still there.

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  I hadn't seen that before.

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  Good. And the last one?

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  Because the Germans, then, uh, the Germans,

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  a few of the Germans that had been part of T.

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  D S m uh, went on to say

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  they criticised t d S m.

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  They said it tested the student teachers knowledge,

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  but not whether or not they could actually teach.

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  How was it in that? So

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  they they,

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  um

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  yeah,

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  thought that we should take a more situated perspective.

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  Look at what can the students need to do in this situation?

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  Uh,

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  and they also use some of the cognitive psychology

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  work on the difference between novice and expert,

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  and in particular, to take the situated perspective they took noticing.

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  And I can I can perhaps,

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  uh, share with you the

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  model that they used here it is. So if we look at on the left side.

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  We have what they're here called this position.

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  Um, this position is often or something you're born with, but in this case,

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  they use it to refer to the two

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  aspect of cognition. So what?

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  What?

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  What have you learned?

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  And what are your beliefs and that then, uh, leads to the noticing,

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  which is the second box

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  and noticing you can see is divided into the perception,

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  the interpretation and the decision making what they also referred to as the P i D.

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  Model.

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  You know this if you have listened to, uh, Herita talks earlier, and then of course,

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  that leads to observable actions.

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  So that's the overall model. And as they say

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  at the knowledge level of the professional competency of teachers,

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  expertise is characterised by a high degree

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  of integration of knowledge with multiple links.

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  A modified category perception of teaching situation does not so categorical.

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  It's more modified and by increasing integration

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  of the different dimensions of professional knowledge.

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  So

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  by that formulation there, in a way, criticising the previous studies,

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  saying you had these boxes of knowledge, they play together

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  when,

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  when we want to look at what teachers actually do the conceptual framework of T.

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  D s.

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  A few of the follow up study is enriched to allow for the evaluation

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  of professional competence of teachers in the

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  practise oriented way complementing the original.

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  So here they are talking about T S t.

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  D s m the original complaint in the original,

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  purely cognitive and effective facets of the professional competence

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  of teachers by perceptual interpretive and decision making skills.

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  And you can see how central when they say perceptual,

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  interpretive and decision making skills.

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  They think that,

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  um,

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  noticing this because those are the three noticing aspects.

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  So what did they do? Well, they This was only done in Germany. They took

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  new graduates that have participated in the T. D S M.

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  So this is three and three years four years later and they find the teachers that

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  want to participate 130 primary teachers and 100 and 71 2nd 30 to say yes,

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  and they then used a video based assessment tool.

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  They have little vignettes of

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  what happens in the classroom,

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  and they asked the student teachers to notice so they

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  still have a sort of background questions in the questionnaire.

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  They have three different vignettes that they asked us,

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  the novice teachers to comment on.

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  And then they have a reduced version of the mathematics

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  and P C K tests and after general content,

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  knowledge test.

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  But they also add a

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  time to test on determining what errors the learners make,

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  arguing that that's a very important, uh, skill.

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  Now, what did they come up with in this study? And again, remember, it's Justin.

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  Oh, I should say that that I'm just gonna touch on the T. D S

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  t e d s follow up.

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  But there was actually another one after that and

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  another one after that and another one after that.

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  So there is the T. D S T T E D s

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  instruct the validate and the validate,

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  uh, transfer stuff.

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  And the last one is about also looking what the learners come out with,

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  which obviously,

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  fund ultimately is the girl. So So I will.

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  I will refer to some examples of this,

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  but some results

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  they are.

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  I didn't find many very super interesting results for the primary school,

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  but maybe I got tired of reading.

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  But a funny thing is that they there's And then these are direct quote,

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  the more often the teachers choose a content related mathematical perspective.

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  So if they look at the lessons when they when they look at the videos,

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  if they look at it from a mathematical perspective, they make more judgement.

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  Is this wrong? This is right, this, you know, stuff like that.

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  But if they chose a more student related perspective,

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  then they look more a different teaching alternatives and how they could

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  continue their anticipated what would happen

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  and how this decision could continue.

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  So, uh, and the first group were often those that had both.

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  And this is not surprising, most more content knowledge,

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  but also had scored higher on pedagogical knowledge.

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  So that's a bit of surprise. And then they actually relate this to,

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  um, um,

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  high achievers.

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  But they're also related to

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  planning, so that's through the planning.

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  First, I'm just gonna quick little quote in this they find,

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  after a lot of work on this, that

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  maybe

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  teachers that have

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  relatively high content related knowledge.

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  So that's both mathematical knowledge and mathematical piece of K.

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  They plan their teaching with regard to content, while teachers that have more

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  that we have more comparatively higher general pedagogical knowledge.

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  They might do a greater extent focus

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  on pedagogical facets while playing teaching again.

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  Not surprising.

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  You use the knowledge you have, but I just mentioned it for the sake of Marlin. But

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  there's also another little interesting thing.

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  And here, uh, it's all for, uh, Miranda

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  because they basically conclude that you need strong

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  professional knowledge if you should be able to,

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  uh, better support the higher team learners.

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  The analysis revealed that those teachers who have difficulties and logical

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  reasoning and understanding structural aspects of

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  mathematics also have difficulties in identified

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  and supporting creative and high achieving students.

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  It was difficult for them to identify students thinking

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  processes based on structural reflections and pattern recognition.

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  Moreover,

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  they had difficulty in further developing

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  mathematically rich answers by students.

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  In line with these results,

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  teachers with strong professional knowledge were able to

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  identify and support mathematically creative and hygiene students.

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  Thus, the study reveals that a connexion between teachers,

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  professional knowledge and the skills in identifying supporting

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  mathematically creative and high achieving students exist,

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  but that many future and early career teachers

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  seem to have deficiencies in these respects.

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  I don't like the deficiency perspective. But there was a quote.

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  It's from, uh, should, uh, upload the references. Um,

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  at some stage.

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  Okay. The

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  last recording.

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  I'm gonna just I'm sorry this strikes out,

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  but I'm just gonna go into a little bit about the lower secondary

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  and all the work that they did in the follow up study on noticing

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  you too.