Proposes an embodied–ecological–enactive model to enhance understanding of teacher noticing in classrooms, suggesting practical implications for teaching methods.
Key Points
The aim is to develop a new model for understanding teacher noticing that integrates embodied, ecological, and enactive perspectives.
Conceptual framework synthesis of three theoretical perspectives: embodied, ecological, and enactive.
Analytic dimensions defined: affordance attunement, actualisation, and cultivation.
Framework positioned as a research agenda for exploring teacher responsiveness in classroom ecologies.
Identified teacher noticing as a dynamic process emerging from interactions with classroom environments.
Highlighted the interconnectedness of bodily processes, perceptions of affordances, and professional actions.
Proposed a richer understanding of teacher noticing beyond traditional cognitivist models.