Abstract
Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.
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