Towards a more comprehensive model of teacher noticing
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ORIGINAL PAPER
Towards a more comprehensive model of teacher noticing Thorsten Scheiner1 Accepted: 30 October 2020 © FIZ Karlsruhe 2020
Abstract Teacher noticing has been widely understood as a kind of seeing or way of making sense of classroom events and instructional details. Such notions of teacher noticing often construe noticing as a disembodied, purely mental form of seeing and position the teacher as separated or separable from the observing environment. They rely on intuitive models that adopt the usual divide between mind, body, and matter, and that fuel the dualism between the individual and the environment. In this paper, I attempt to work towards a more comprehensive model of teacher noticing that instead proposes an entanglement of the cultural-historical, embodied-ecological, and social-material. Teacher noticing, in such a proposal, includes culturally and historically constituted forms of framing classroom events, embodied ways of accessing and exploring the classroom world, and active shaping and interaction with the classroom setting’s social and material structure. Keywords Cultural-historical · Ecological approach to perception · Framing theory · Professional vision · Teacher noticing
1 Introduction Much work on expertise in individual professions builds upon the image of expertise as a specialized way of seeing. Learning to see in specific ways, in such proposals, is often considered part of developing expertise in a profession. The anthropologist Charles Goodwin (1943–2018), for instance, introduced the notion of “professional vision” for referring to socially organized practices that allow professionals to see and understand phenomena and events of relevance to them in their profession (see Goodwin 1994). Similarly, Stevens and Hall (1998) coined the term “discipline perception” to refer to the specific actions used for registering features relevant to a particular practice across an expanse of time, people, and things. In recent years, education scholars have shown an increasing interest in the professional vision of teachers (for an overview, see König et al. 2020). In particular, the notion of teacher noticing as specific ways of perceiving and making sense of classroom events has broad appeal (e.g., Barnhart and van Es 2015; König et al. 2014; Santagata and * Thorsten Scheiner [email protected] 1
Institute for Learning Sciences and Teacher Education, Australian Catholic University, 229 Elizabeth Street, Brisbane, QLD 4000, Australia
Yeh 2016; van Es and Sherin 2002; Yang, Kaiser, König, and Blömeke 2019). Notions of teacher noticing within mathematics education research are varied (see Blömeke and Star 2016; Schack, Fisher, and Wilhelm 2017; Sherin, Jacobs, and Philipp 2011a). Their theoretical roots are diverse, and their interpretations are many (see Choy and Dindyal 2020; Jacobs, Philipp, and Sherin 2018; Philipp, Jacobs, and Sherin 2014). This diversity can vary from substantially different conceptualizations to merely a change in emphasis (see Stahnke, Schueler,
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