부산대학교 도서관

This study is focused on different lenses that may be used to make quality determinations with respect to prospective elementary teachers' instructional decisions. Using a professional noticing framework, we analyze individuals' deciding responses within a video-anchored case to explore the varying ways that quality of such decisions might be determined. Specifically, we examine how quality may be ascribed to decisions via holistic and analytic lenses. Our findings suggest key differences and tensions in quality determinations when using analytic and holistic lenses to make quality determinations with respect to instructional decisions. [ABSTRACT FROM AUTHOR]