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July 30, 2026Learning in ContextOpen Access

Teacher noticing as a dynamic system: A complexity-informed multi-perspective approach

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Authors

TSThorsten ScheinerRSRossella SantagataEEElizabeth A. van Es

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Overview

Proposes a dynamic systems framework that investigates teacher noticing through multiple perspectives, enhancing educational understanding.

Key Points

  • The aim is to explore and reconceptualize teacher noticing as a dynamic and emergent process influenced by various interrelated systems.
  • Introduced a framework using complexity theory to analyze teacher noticing.
  • Identified four core processes: embodied perception, socially situated interpretation, ecologically embedded interaction, and culturally mediated framing.
  • Developed a theoretical exemplar linking micro-scale perception to macro-scale professional competence.
  • Demonstrated how teacher noticing emerges from the interaction of cognitive, cultural, and ecological factors.
  • Illustrated the complexity of noticing as a distributed process influenced by classroom contexts.
  • Provided analytical tools that enhance investigation of professional noticing dynamics.

Cite This Study

Scheiner et al. (2026) studied this question.

synapsesocial.com/papers/6a6af55560e2b924d3ea169dhttps://doi.org/10.1016/j.lecon.2026.100031
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Teacher noticing as embodied ecological enactment: an embodied–ecological–enactive model2026
  2. 2Towards theoretical synergies in mathematics teacher noticing2026
  3. 3Towards theoretical synergies in mathematics teacher noticing2026
  4. 4Mathematics Teacher Noticing Frameworks: Tensions and Synergies Across Foundations, Forms, and Functions2026
  5. 5Teacher noticing in mathematics education: a review of recent developments2023 · 88 citations