Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-05-27 DOI:10.1177/00224871251336875

Kennedy Kam Ho Chan, Jianyun She, Jan van Driel, Xiang Hu

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引用次数: 0

Abstract

Although teacher noticing is regarded as a critical component of teacher expertise that matters for student learning, empirical evidence verifying the relationship between teacher noticing and student learning outcomes is scare. Using a relatively large-scale sample involving 189 middle school biology teachers from 156 schools and their students ( n = 7,086), this quantitative study investigated the association between teachers’ level of noticing, measured by a standardized video-based instrument, and student achievement. An analysis utilizing two-level hierarchical linear modeling revealed a significant and positive association between teachers’ level of noticing and student learning outcomes. Specifically, the proportion of variance explained was 0.383. Our study offers robust and timely evidence that verifies the core assumption underpinning teacher noticing research as well as professional development efforts focusing on teacher noticing. Implications for teacher noticing research and teacher professional development are discussed.

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教师注意对学生的科学内容学习成果有影响吗？来自大规模实证研究的证据

尽管教师注意被认为是教师专业知识的一个重要组成部分，对学生的学习很重要，但验证教师注意与学生学习成果之间关系的经验证据很少。本定量研究使用了一个相对较大的样本，包括来自156所学校的189名中学生物教师及其学生（n = 7086），调查了教师注意水平（通过标准化的基于视频的仪器测量）与学生成绩之间的关系。利用两级层次线性模型分析发现，教师注意水平与学生学习成果之间存在显著的正相关关系。具体来说，方差解释的比例为0.383。我们的研究提供了有力而及时的证据，验证了支撑教师注意研究以及关注教师注意的专业发展努力的核心假设。讨论了对教师注意研究和教师专业发展的启示。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).