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<p>Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the current study investigated the effects of perceptual (eye-tracking and presence) and cognitive (pedagogical content knowledge) factors on preservice teachers’ professional noticing within a 360 video. By integrating data across these domains, this paper provides empirical evidence for conceptualizing noticing through a grounded cognitive perspective. Results indicated that factors influencing professional noticing operate independently rather than as components of a single overarching construct. Among these, PCK emerged as a strong predictor of effective noticing, while excessive focus on the teacher negatively impacted the ability to attend to students’ thinking. Additional results and their implications for teacher education and future research are discussed.</p>

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Effects of perceptual and cognitive factors on preservice teachers’ professional noticing: a grounded cognitive perspective of professional noticing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月5日

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  • Karl W. Kosko,
  • Maryam Zolfaghari,
  • Richard E. Ferdig,
  • Enrico Gandolfi,
  • Christine K. Austin,
  • Cornelius Pavlic,
  • Qiang Guan

摘要

Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the current study investigated the effects of perceptual (eye-tracking and presence) and cognitive (pedagogical content knowledge) factors on preservice teachers’ professional noticing within a 360 video. By integrating data across these domains, this paper provides empirical evidence for conceptualizing noticing through a grounded cognitive perspective. Results indicated that factors influencing professional noticing operate independently rather than as components of a single overarching construct. Among these, PCK emerged as a strong predictor of effective noticing, while excessive focus on the teacher negatively impacted the ability to attend to students’ thinking. Additional results and their implications for teacher education and future research are discussed.