ICLS Symposium | iY-16_TL-TO-NOTICE | Conceptualizations and Mechanisms of Teachers’ Learning to Notice

This symposium brings together a set of posters that focus on science and mathematics teachers’ learning to notice. Teacher noticing is a core construct of teaching, and refers to teachers’ attention, interpretation, and decision-making amidst the “blooming, buzzing confusion” of classroom interactions. The goal of the session is to examine different ways “learning to notice” is conceptualized and unpack mechanisms that drive teachers’ learning to notice.