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Teacher noticing framework: detection and interpretation of classroom situations

Research Method · All research methods
Evidence · 4 claims (4 for) · 3 studies (1 causal, 1 review, 1 associational), q2–q3 · 0 of 3 report an effect size · 4 claims rest on one study

Description

The article adopts the teacher noticing framework of Van Es and Sherin to model how teachers make sense of classroom and dashboard situations. It distinguishes two processes: "detection", deciding what deserves attention, and interpretation, reasoning about events and their broader principles. Characteristics include which students and behaviors teachers focus on, the specificity and evidence use of interpretations, and teachers' stance ranging from describing to interpreting. The framework supplies the study's coding scheme and its outcome measures.

Accounts

  • Teacher noticing framework: detection and interpretation of classroom situations: The article adopts the teacher noticing framework of Van Es and Sherin to model how teachers make sense of classroom and dashboard situations. It distinguishes two processes: "detection", deciding what deserves attention, and interpretation, reasoning about events and their broader principles. Characteristics include which students and behaviors teachers focus on, the specificity and evidence use of interpretations, and teachers' stance ranging from describing to interpreting. The framework supplies the study's coding scheme and its outcome measures. (van Leeuwen et al. (2019))
  • Professional vision conceptualized and operationalized as noticing plus reasoning components: The article defines professional vision, with overlap to the teacher-noticing construct, as two trainable components. "The noticing component of professional vision involves the attention allocation and selection of teaching and learning events, relevant for the given learning goals in the respective context" and is operationalized via description skills; the reasoning component is assessed through interpretations, including "cause-and-effect explanations, predictions of cognitive/motivational learning consequences" (Santagata et al., 2007; Schäfer & Seidel, 2015, as cited). The study measures each component with a scaled qualitative coding scheme. (Meg Farrell et al. (2024))
  • Wolff, Jarodzka, and Boshuizen's model of teachers' classroom management scripts linking knowledge, perception, and situational awareness: The article presents the first detailed theoretical framework for research on teachers' professional vision: a model of teachers' classroom management scripts incorporating organized knowledge and perception with their effects on situational awareness and representations of classroom events, developed by contrasting novice and expert teachers. The review states this model "can not only help to synergize existing research into a broader picture but also clearly point towards new research avenues." It is expected to enable a shift from exploration to hypothesis-driven research. (Jarodzka et al. (2020))
  • Professional vision as selective attention, knowledge-based reasoning, and decision-making bridging teacher knowledge and practice: The article applies a framework in which professional vision in education consists of selective attention and knowledge-based reasoning including "description, explanation and prediction", later expanded to a third interrelated component, decision-making of action. It treats professional vision as "not only an integrated model of a teacher's knowledge but also a system bridging knowledge and practice", developmentally shaped by teachers' knowledge and beliefs and learnable through guided video observation rather than a natural talent. (Maikki Pouta et al. (2020))

Claims

Key Sources

  • van Leeuwen, A., Rummel, N., & van Gog, T. (2019). What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? International Journal of Computer-Supported Collaborative Learning 14, 261–289. https://doi.org/10.1007/s11412-019-09299-x
  • Meg Farrell, Monika Martin, Ricardo Böheim, Alexander Renkl, Werner Rieß, Karen D. Könings, Jeroen J. G. van Merriënboer, Tina Seidel. (2024). Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers' video analysis. Instructional Science (2024) 52:879–917. https://doi.org/10.1007/s11251-024-09662-y
  • Jarodzka, H., Skuballa, I., & Gruber, H. (2020). Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09565-7
  • Maikki Pouta, Erno Lehtinen & Tuire Palonen. (2020). Student Teachers' and Experienced Teachers' Professional Vision of Students' Understanding of the Rational Number Concept. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09536-y
Page metadata
Field Value
type research-method
id teacher-noticing-framework-detection-and-interpretation-of-classroom-situations
title Teacher noticing framework: detection and interpretation of classroom situations
description The article adopts the teacher noticing framework of Van Es and Sherin to model how teachers make sense of classroom and dashboard situations.
status review
generated by process:settle-candidates on 2026-10-18
trust unverified — no one has confirmed this page's content

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