Universität zu Köln

König, Johannes ORCID: 0000-0003-3374-9408, Santagata, Rossella ORCID: 0000-0003-1499-8556, Scheiner, Thorsten ORCID: 0000-0002-1118-5958, Adleff, Ann-Kristin, Yang, Xinrong ORCID: 0000-0003-3520-898X and Kaiser, Gabriele ORCID: 0000-0002-6239-0169 (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educ. Res. Rev., 36. OXFORD: ELSEVIER SCI LTD. ISSN 1878-0385

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Abstract

Teacher noticing has become a prominent construct in research on teacher education and professional development; however, the current state of research is quite diverse, with different theoretical foundations and a variety of research designs. The study described in this paper provides a systematic review of the literature on teacher noticing published over the past two decades. Based on a full-text analysis of 182 articles published in renowned databases and peerreviewed Englishscholarly journals, the study reveals the dominance of a cognitive-psychological perspective of teacher noticing, especially in combination with qualitative studies. Although teacher noticing has been described as a holistic concept in many earlier articles, more recent studies from the last decade tend to differentiate teacher noticing into different facets. Overall, qualitative studies with small sample sizes are prevalent, which allows for fine-grained analysis but limits the generalizability of findings. This study highlights the limitations of the current discussion, such as the prevalence of teacher noticing mainly in the field of mathematics education and the low representation of work from parts of the world other than North America and Europe. In addition, the studies under consideration in this literature review are examined in depth in terms of their findings on improving teachers' noticing through interventions and on comparisons between experts and novices, which allows for a discussion of the implications of learning to notice for teacher education and professional development.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Santagata, Rossella UNSPECIFIED orcid.org/0000-0003-1499-8556 UNSPECIFIED Scheiner, Thorsten UNSPECIFIED orcid.org/0000-0002-1118-5958 UNSPECIFIED Adleff, Ann-Kristin UNSPECIFIED UNSPECIFIED UNSPECIFIED Yang, Xinrong UNSPECIFIED orcid.org/0000-0003-3520-898X UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-684337
DOI:	10.1016/j.edurev.2022.100453
Journal or Publication Title:	Educ. Res. Rev.
Volume:	36
Date:	2022
Publisher:	ELSEVIER SCI LTD
Place of Publication:	OXFORD
ISSN:	1878-0385
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education Mathematics
Uncontrolled Keywords:	Keywords Language PROFESSIONAL PEDAGOGICAL VISION; MATHEMATICS TEACHERS; MULTIPLE REPRESENTATIONS; CLASSROOM MANAGEMENT; VIDEO ANALYSIS; PRESERVICE; EDUCATION; KNOWLEDGE; FRAMEWORK; EXPERIENCE Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/68433