Abstract
This systematic literature review highlights consistencies and differences in methodological processes of research focused on prospective teacher noticing. Six-hundred-eleven articles were initially identified; 43 of those were analyzed in depth. Of the anaylzed articles, researchers primarily used one of two frameworks for noticing (i.e. Professional Noticing or Learning to Notice). Despite some methodological similarities, researchers used different time durations for learning experiences and measured noticing at different intervals. Analysis of study results indicate that many researchers found mixed or neutral participant outcomes for developing noticing. Researchers using the Learning to Notice Framework reported positive results more often than researchers using the Professional Noticing Framework.
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