A STUDY OF THE PROBLEMS OF PROFESSIONAL NOTICING SKILLS OF MATHEMATICS STUDENT TEACHERS AT PHETCHABUN RAJABHAT UNIVERSITY
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Abstract
This article aims to 1) explore the problems of mathematics student teachers regarding professional noticing skills at Phetchabun Rajabhat University and 2) study the guidelines for developing professional noticing skills of mathematics student teachers. The research design is qualitative research. The target group is 40 fourth-year mathematics student teachers from the Faculty of Education, 5 teachers, and 3 supervisors. The purposive sampling method was used. The content analysis and qualitative data were examined using triangulation, and descriptive writing was done. The research result found that 1) the problems regarding professional noticing skills are as follows: Attending skill: It was found that student teachers still have insufficient knowledge of learning management, are worried about learning management, lack confidence, cannot control the classroom, and pay attention to only some students. Interpreting Skill: It was found that the student teachers were still unable to connect mathematical content knowledge to explain students’ understanding. Responding Skill: It was found that the student teachers were still unable to respond to students in a variety of ways. 2) Guidelines for developing professional observation skills of student teachers in mathematics are to review knowledge about mathematics content, strategies or problem-solving methods, and various learning management formats for student teachers as a foundation, should be trained to analyze students by watching video clips about learning management, observe the learning management of mentor teachers, checking student work in real contexts, and student teachers should be given opportunities to practice teaching, exchange knowledge, and reflect on results.
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