Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching
Bibliographic Data
| ID | 22042628 |
|---|---|
| Authors | Yaron Schur (0000-0002-3992-8186, David Yellin College of Education), Ainat Guberman (0000-0002-9513-5367, David Yellin College of Education, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Pages | 231 |
| Publication date | 2024-02-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14030231 |
| OpenAlex | W4392105423 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew ‘teaching’ in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers’ traditional beliefs without directly challenging them, and that drawings can track the changes’ trajectory
Conceptual change · Mathematics education · Pedagogy · Teaching method · Education and Learning Interventions · Education, Safety, and Science Studies · Educational Research and Pedagogy · Psychology
The Process of Education
The Origin of Concepts
International Handbook of Research on Teachers' Beliefs
Classroom Discourse and the Space of Learning
Reading Images
Teacher well-being
Capturing and modeling the process of conceptual change
Drawing to Learn in Science
Teacher Wellbeing
Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning
Developing teachers’ digital identity
Understanding Illness
Semiotic work
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
Signature pedagogies in the professions
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |