Key points are not available for this paper at this time.
Abstract Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the current study investigated the effects of perceptual (eye-tracking and presence) and cognitive (pedagogical content knowledge) factors on preservice teachers’ professional noticing within a 360 video. By integrating data across these domains, this paper provides empirical evidence for conceptualizing noticing through a grounded cognitive perspective. Results indicated that factors influencing professional noticing operate independently rather than as components of a single overarching construct. Among these, PCK emerged as a strong predictor of effective noticing, while excessive focus on the teacher negatively impacted the ability to attend to students’ thinking. Additional results and their implications for teacher education and future research are discussed.
Kosko et al. (Fri,) studied this question.