From micro to meso: Scaling of a teacher noticing study

Abstract

Teacher noticing is specialized to its purpose of noticing events and students that are central to the teachers’ professional goals. This study extended prior work of teacher noticing beyond case studies of individual classrooms into implementation across several schools, leveraging eye-tracking and video technologies to collect and analyze teacher-noticing patterns that complement video-based reflective dialogues for additional insights. Practices at the micro level (single school) were reconsidered and implemented at a higher meso level (across multiple schools) in this study. The findings show that differences between teachers’ noticing patterns across schools may be attributed to school cultures, teaching strategies, and teacher beliefs, backed by eye-tracking data analyses and reflective dialogues.