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This one-year study explores the professional development (PD) of a novice mathematics teacher educator (MTE) through a professional learning project in China promoting problem-posing-based learning (P-PBL) via teacher noticing. The research investigates how the novice MTE learns while supporting classroom teachers in implementing P-PBL. The research team consists of two expert MTEs, one seasoned MTE, one novice MTE, and three seasoned lower secondary school mathematics teachers. The central question is: How and what does a novice MTE learn while supporting classroom teachers in P-PBL? This is examined through three sub-questions: (1) What does a novice MTE perceive about P-PBL? (2) How does a novice MTE interpret feedback from teachers about P-PBL? (3) How can a novice MTE make informed decisions to foster teachers’ P-PBL? Through qualitative analysis of reflective journals, teaching videos, and teacher-student feedback, the study reveals that novice MTEs need to focus on teaching objectives, task design, and feedback loops while promoting teacher learning through collaborative decision-making. The study’s innovation is reflected in three aspects: (1) by highlighting the concept of “noticing of noticing,” conducting analysis of MTEs’ noticing of teachers’ cognition; (2) by applying the Johari Window model to analyse communication patterns in PD, illustrating how managing both open and blind areas facilitates bidirectional cognitive reconstruction between MTEs and teachers; and (3) by being the first study to introduce P-PBL into a co-learning setting between novice and experienced MTEs, providing practical insights into the role of MTEs.

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The Noticing of a Mathematics Teacher Educator’s Noticing of Classroom Teachers in the Context of Learning to Teach Through Problem Posing

  • 章节

  • 发表日期：

    2026年

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  • Danyang Li,
  • Yingkang Wu,
  • Jinfa Cai

摘要

This one-year study explores the professional development (PD) of a novice mathematics teacher educator (MTE) through a professional learning project in China promoting problem-posing-based learning (P-PBL) via teacher noticing. The research investigates how the novice MTE learns while supporting classroom teachers in implementing P-PBL. The research team consists of two expert MTEs, one seasoned MTE, one novice MTE, and three seasoned lower secondary school mathematics teachers. The central question is: How and what does a novice MTE learn while supporting classroom teachers in P-PBL? This is examined through three sub-questions: (1) What does a novice MTE perceive about P-PBL? (2) How does a novice MTE interpret feedback from teachers about P-PBL? (3) How can a novice MTE make informed decisions to foster teachers’ P-PBL? Through qualitative analysis of reflective journals, teaching videos, and teacher-student feedback, the study reveals that novice MTEs need to focus on teaching objectives, task design, and feedback loops while promoting teacher learning through collaborative decision-making. The study’s innovation is reflected in three aspects: (1) by highlighting the concept of “noticing of noticing,” conducting analysis of MTEs’ noticing of teachers’ cognition; (2) by applying the Johari Window model to analyse communication patterns in PD, illustrating how managing both open and blind areas facilitates bidirectional cognitive reconstruction between MTEs and teachers; and (3) by being the first study to introduce P-PBL into a co-learning setting between novice and experienced MTEs, providing practical insights into the role of MTEs.