Development of Reflective Noticing in Mathematics Teachers During Video Clip Evaluation Processes

Yıl 2026, Cilt: 34 Sayı: 1, 109 - 121, 31.01.2026

Semahat İncikabı , Oktay Erbay

https://doi.org/10.24106/kefdergi.1878020

Öz

Purpose: This study aims to examine how mathematics teachers' participation in evaluating instructional video clips shapes their development of reflective noticing.
Method: The study was designed as a quality case study. The participants were two graduate-level mathematics teachers: an experienced teacher (10 years) and a novice teacher (1 year). Over three weeks, each teacher evaluated lesson videos on the topics of Integers, Fractions, and Proportion.
Findings: The central finding is that both the experienced and novice teacher demonstrated substantial growth in their reflective awareness. This development was a qualitative shift towards more sophisticated, holistic, and student-centered analyses of teaching and learning. The most pronounced gains were observed in higher-order cognitive domains, specifically monitoring of learning and mathematical content. Contrary to the common assumption that experience is the primary driver of teaching expertise, the novice teacher began the study with a slightly higher noticing score and maintained this slight edge at the conclusion. Findings suggests that targeted, structured professional development can be a more significant factor in developing sophisticated noticing skills than years of classroom experience alone. The results also affirm that teacher noticing is not an innate talent, nor a simple byproduct of years spent in the classroom; rather, it is a sophisticated and learnable professional skill.
Highlights: This research highlights the transformative potential of high-quality, targeted professional development to cultivate the kind of expert professional vision that lies at the heart of effective mathematics teaching.

Anahtar Kelimeler

Teacher Noticing , Reflective Noticing , Video Clips , Mathematics Teachers

Video Klip Değerlendirme Süreçlerinde Matematik Öğretmenlerinde Yansıtıcı Farkındalığın Gelişimi

Öz

Amaç: Bu çalışma, matematik öğretmenlerinin öğretim amaçlı video klipleri değerlendirme sürecine katılımlarının onların yansıtıcı farkındalık (reflective noticing) gelişimlerini nasıl şekillendirdiğini incelemeyi amaçlamaktadır.
Yöntem: Bu araştırma, nitel bir durum çalışması olarak tasarlanmıştır. Çalışmanın katılımcıları, lisansüstü düzeyde eğitim alan biri deneyimli (10 yıl) diğeri ise mesleğe yeni başlamış (1 yıl) iki matematik öğretmenidir. Üç haftalık bir süre boyunca her bir öğretmen; tam sayilar, kesirler ve oran konularını içeren ders videolarını değerlendirmiştir.
Bulgular: Çalışmanın temel bulgusu, hem deneyimli öğretmenin hem de mesleğe yeni başlamış olan öğretmenin yansıtıcı farkındalıklarında önemli bir gelişim gösterdiğidir. Bu gelişim, öğretim ve öğrenmenin daha üst düzey, bütüncül ve öğrenci odaklı analizlerine doğru niteliksel bir değişim olduğunu göstermektedir. En belirgin kazanımlar, özellikle öğrenme kontrolü ve matematiksel içerik gibi üst düzey bilişsel alanlarda gözlenmiştir. Deneyimin, öğretmenlik uzmanlığının birincil belirleyicisi olduğu yönündeki yaygın varsayımın aksine, mesleğe yeni başlamış olan öğretmen çalışmanın başlangıcında biraz daha yüksek bir farkındalık puanına sahip olmuş ve bu küçük üstünlüğünü çalışma sonunda da korumuştur. Bu bulgu, hedefe yönelik ve yapılandırılmış mesleki gelişimin, üst düzey farkındalık becerilerini geliştirmede sınıf deneyimi süresinden daha önemli bir faktör olabileceğini göstermektedir. Bulgular, öğretmen farkındalığının doğuştan gelen bir yetenek ya da sınıfta geçirilen yılların basit bir yan ürünü olmadığını; aksine, geliştirilebilir ve öğrenilebilir profesyonel bir beceri olduğunu doğrulamaktadır.
Önemli Vurgular: Bu araştırma, etkili matematik öğretiminin temelini oluşturan uzman mesleki vizyonu geliştirmek için yüksek nitelikli ve hedefe yönelik mesleki gelişimin dönüştürücü potansiyelini vurgulamaktadır.

Anahtar Kelimeler

Öğretmen Farkındalığı , Yansıtıcı Farkındalık , Video Klipler , Matematik Öğretmenleri

Kaynakça

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