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    Compassion as a Source of Satisfaction and Fear in Professionals Who Work With People
    (Sage Publications Inc, 2023) Sak, Ramazan; Nas, Esref; Sahin-Sak, Ikbal Tuba; Oneren-Sendil, Cagla; Tekin-Sitrava, Reyhan; Taskin, Necdet; Yayla, Ahmet
    Background Compassion satisfaction and fear of compassion affect the mental health of professionals who work with people. In addition, each of these two variables can be important indicators of the quality of the services such professionals provide. Methods This study examines compassion as a source of satisfaction and fear among 293 professionals work with people, including 158 teachers, 57 police officers, 45 nurses and 44 imams. A personal information form, the Fear of Compassion Scale, and the Compassion Satisfaction Scale were used as data collection tools. Results Neither fear of compassion nor compassion satisfaction varied significantly according to the sampled professionals' genders, educational levels, monthly incomes or area of residence. However, both these measures did exhibit statistically significant variation by the respondents' professional roles, ages, numbers of children and marital statuses. A significant negative relationship between the participants' fear of compassion and their compassion satisfaction was also identified. Conclusion Courses related to kindness and social interaction should be provided in schools, to help the adults of the future.
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    Development of Prospective Teachers' Noticing Skills Within Initial Teacher Education
    (Springer, 2022) Tekin-Sitrava, Reyhan; Kaiser, Gabriele; Isiksal-Bostan, Mine
    Although the effects of professional development programs on teachers' noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers' noticing skills within initial teacher education. This paper examines the extent to which prospective teachers' noticing skills are developed through the mathematics education courses taken within the mathematics teachers' education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children's Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST's noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.
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    Öğe
    Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education
    (Springer Science and Business Media B.V., 2022) Tekin-Sitrava, Reyhan; Kaiser, Gabriele; Işıksal-Bostan, Mine
    Although the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers’ noticing skills within initial teacher education. This paper examines the extent to which prospective teachers’ noticing skills are developed through the mathematics education courses taken within the mathematics teachers’ education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children’s Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST’s noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills. © 2021, The Author(s).
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    How Does Online Professional Development Program Enriched with Collaborative Discussion Develop Teachers' Noticing Skills?
    (Springer, 2024) Tekin-Sitrava, Reyhan; Ozel, Zeynep; Isiksal-Bostan, Mine; Yemen-Karpuzcu, Secil
    It is known that teacher noticing skills improve through different interventions such as video clubs, lesson study, and short-term professional development programs. However, it is not known whether this improvement is permanent and whether teachers can transfer their noticing skills into the classroom. It is extremely important to provide an enduring change in teacher noticing skills. Rather than short-term programs, implementing long-running professional development programs, which last almost 2 years, enables teachers to maintain their noticing skills. At this point, the current study aims to develop in-service middle school mathematics teachers' professional noticing of students' mathematical thinking on pattern generalization during their involvement in a 2-year online professional development program enriched with collaborative discussion. Accordingly, the study was built on the professional noticing of children's mathematical thinking framework, including three noticing skills: attending, interpreting, and deciding how to respond. Participants comprised 31 in-service middle school mathematics teachers with up to 15 years of professional experience working in public schools in seven different provinces of Turkiye. The teachers participated in the online PDP, including scenarios involving student strategies of particular mathematics content. The analysis of the data gathered from the pre-test and post-test let us conclude that the three noticing skills of the in-service middle school teachers exhibited incredible progress through their involvement in collaborative discussion in a long-running online PDP. Based on this result, the characteristics of the online PDP are put forth to develop teachers' noticing skills.
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    Nurturing prospective teachers noticing skills through argumentation: The case of fractions
    (Elsevier Sci Ltd, 2024) Işıkal-Bostan, Mine; Çatman-Aksoy, Emine; Tekin-Sitrava, Reyhan
    This study aimed to investigate the extent to which prospective teachers' noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.
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    The Interplay Between Professional Noticing and Knowledge: The Case of Whole Number Multiplication
    (Mathematics Education Research Group of Australasia, Inc., 2023) Işıksal-Bostan, Mine; Çatman-Aksoy, Emine; Tekin-Sitrava, Reyhan
    The aim of the study reported in this article was to reveal how instruction, enriched with reasoning about students’ thought processes and strategies, regulates prospective teacher’s noticing skills in the context of whole number multiplication. In addition, the study examined the evidence of the prospective teacher’s (Matt) knowledge that supported the interplay between knowledge and noticing that emerged during the learning process. To this end, the prospective teacher participated in the instruction enriched with reasoning about students’ thought processes and strategies. The prospective teacher’s noticing skills related to correct and incorrect student-invented strategies were examined before and after his engagement with the instruction provided. The data gathered through the prospective teacher’s written responses in the pre and post-tests and the follow up interviews were analysed with respect to the dimensions of the Professional Noticing of Children’s Mathematical Thinking framework. Moreover, to explore the evidence of knowledge that underpins the teacher’s noticing skills, data were analysed through the Mathematics Teacher’s Specialised Knowledge model. The findings indicated positive change in the prospective teacher’s noticing skills for both correct and incorrect student-invented strategies after his involvement in the intervention. © 2023 Mathematics Education Research Group of Australasia, Inc.. All rights reserved.