ABSTRACT It is often argued that skilled teachers see or perceive their teaching environments differently from novice teachers. However, few teacher development approaches seek explicitly to develop this ‘teacher sight’. This article draws on the ecological psychology concept of perceptual learning – the process of coming to perceive affordances (opportunities for action) in a performance environment. A key element of perceptual learning is the ‘education’ or ‘guidance’ of attention. This article explores how the concept of guided attention might be used to adapt two existing teacher development strategies – video-based noticing development and coteaching – in order to develop early-career teachers’ capacity to perceive relevant affordances in their practice environment, i.e. to develop their teacher sight.