Enhancing preservice teachers’ noticing skills through a CEI-based model: a focus on perimeter
European Journal of Teacher Education, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/02619768.2026.2676686
- Dergi Adı: European Journal of Teacher Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: cycle of enactment and investigation, mathematics education, perimeter, Professional noticing, teacher education
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
This study investigated how five senior prospective teachers (PSTs) developed professional noticing skills (attending, interpreting, and deciding) within a twelve-week Cycle of Enactment and Investigation (CEI) model focused on perimeter. Through iterative cycles of lesson planning, rehearsals, classroom teaching, and collaborative reflection, participants engaged continuously with student thinking. A qualitative case study design was employed. The study adopts discipline-specific, socio-cultural, and ecological perspectives, emphasising dynamic and context-sensitive conceptualisations of noticing. Data included pre- and post-assessments, video recordings, lesson plans, and group discussions. Findings indicated growth across all noticing components as PSTs engaged in approximations and authentic classroom experiences. Early activities supported attention to student strategies, while later stages enhanced interpretation and instructional decision-making. PSTs co-constructed understanding through dialogue, negotiated interpretations, and refined instructional responses. Overall, noticing emerged as a socially mediated, practice-based, and design-oriented process shaped through sustained, collaborative participation, offering an empirically grounded contribution to contemporary teacher education research.