Abstract
ABSTRACT This article builds on nascent ecological approaches to teacher noticing by drawing on the ecological psychology and enactivist concept of ‘affordance’ – meaning opportunity for action – and offers a new definition of teacher noticing; the perception of affordances. This perspective provides a deeper understanding of what noticing is, particularly why it is so fundamentally situated, and moreover provides a mechanism by which expert noticing is acquired and thereby points to concrete ways in which noticing can be developed. I argue that an ecological-enactive approach offers a productive, and more comprehensive model of teacher noticing.
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