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- W2912642102 abstract "Although there have been calls to focus on teacher-inquiry approaches to teacher professional development, simply putting teachers together in a professional learning team is not sufficient for improving teaching. What matters is what, and how, teachers notice when they learn from their teaching practices. In this chapter, we first give an overview of the crucial role of teacher noticing in professional development by drawing on relevant literature. Next, we explain the notion of productive teacher noticing by highlighting what and how teachers notice as they attempt to enact teaching practices, aimed at enhancing students’ reasoning. Following this, we describe two studies on productive teacher noticing in Singapore before we highlight some implications for improving practice and suggest possible future trajectories of research into teacher noticing." @default.
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- W2912642102 date "2019-01-01" @default.
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- W2912642102 title "Productive Teacher Noticing: Implications for Improving Teaching" @default.
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- W2912642102 doi "https://doi.org/10.1007/978-981-13-3573-0_20" @default.
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