Conceptualising a framework for the study of students’ development of teacher noticing when videotaped teaching is used in teacher education

Teacher noticing is connected to the ability to identify and balance various information when teaching. This is challenging especially for student teachers, as it becomes necessary for them to connect knowledge of qualities with personal perceptions of what is the best way to act in a concrete educational situation, that is to become educational wise (Biesta, 2011). At the same time, teachers are “in a maelstrom, often confronted with a “blooming, buzzing confusion of sensory data”“ (Sherin & Star, 2011, p. 69) and Adams (2021) has emphasized that “Embodying and adopting ‘teacher’ as an identity is complicated. It is not always clear ‘when and where and how … the teacher begin[s] and end[s]’” (p 392). In this presentation, we propose a framework that aims to identify how teacher noticing competences come into being when videotaped teaching is used in teacher education. The framework is inspired by the concept of teacher noticing (Scheiner, 2021, Dindyal et al., 2021, König et al., 2022) and a systems theoretical (Luhmann 2000, 2006) approach to exploring meaning in three dimensions.