Abstract
Although strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.
Highlights
During the last two decades, teacher noticing has increased in significance, in mathematics teaching and mathematics teacher education (Schack et al, 2017; Sherin et al, 2011a)
Possibilities of continuing a lesson or developing a new teaching sequences are included considering among others subject-related misconceptions or errors of students, and possible alternative of teacherstudents’ interactions (Yang et al, 2021a). With this comprehensive understanding of noticing, we model a broad range of teachers’ situation-specific skills and, with reference to Blömeke et al (2015), integrate teacher noticing as a complement to the former cognitive-oriented and knowledge-based framework of teacher competence, which characterizes teacher competence within the scope of the Teacher Education Development Studies in Mathematics (TEDS-M) research program
The sample consists of three groups of pre-service and in-service secondary level mathematics teachers (N = 457) who participated in a survey of one of the following studies of the TEDS-M research program:
Summary
During the last two decades, teacher noticing has increased in significance, in mathematics teaching and mathematics teacher education (Schack et al, 2017; Sherin et al, 2011a). Are certain facets of noticing controversial but so are efforts to expand the focus of its attention beyond an exclusive focus on children’s mathematical thinking and their strategies (Jacobs et al, 2010) to encompass whole lessons, including attending to important classroom incidents and decision-making regarding possible continuations of lessons and alternative student-teacher interactions (König et al, under review) To enrich this discussion with empirical arguments, we use our broadened conceptualization of noticing to examine the measurement of this construct comprising three facets—perception, interpretation, and decision-making––and test its empirical validity. A more recent study by Jacobs et al (2010) comparing various expertise groups of (pre-service) primary teachers indicated that teachers’ growth and expertise development were decisive factors for the development all three noticing facets with teaching experience (see Yang et al, 2021b) Overall, despite this important work, the question of whether these three noticing facets of perception, interpretation, and decision-making can be separated empirically based on quantitative data from large-scale studies remains open. The present study aims to close this gap by empirically examining how different pre- and in-service teachers’ groups notice, adopting a more analytic perspective by empirically differentiating the noticing construct into three different facets
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
