Teacher Noticing as the Heart of Teaching: Current Discussions on Theoretical Framework and Approaches for Teacher Professional Development
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Abstract
During classroom instruction, teachers process large amounts of information to make decisions on how to support students’ learning. Teachers need to be able to notice critical events that transpire in the classrooms, interpret them, and make decisions to respond to the complexity of the classroom quickly and appropriately. Teacher noticing is therefore a critical professional competence that enables teachers to shape their support for student learning throughout the instructional process. Given its central role in effective teaching, teacher noticing has become an increasingly prominent topic of discussion among researchers in teacher professional development worldwide in recent years. This academic article aims to present current discussions on teacher noticing by examining its meaning, significance, theoretical frameworks, research trends, and related studies. The article serves as a resource for educators, researchers, and policymakers involved in teacher education and professional development in Thailand in developing Thai teachers’ noticing to create meaningful, responsive learning environments and ultimately enhance student learning outcomes.
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