Examining primary school teachers’ professional noticing through a video-based methodology

Professional noticing is recognised as a key component of teacher expertise. Videos have been used as valuable catalysts for honing teachers’ expertise in noticing. In this chapter, we interrogate the methodological potential and challenges of video-based approaches to understanding teacher professional noticing of student science and mathematics reasoning in classrooms. We illustrate how video was used in a study to capture and facilitate primary school teachers’ professional noticing, and discuss the extent to which such a study allows us to get closer to, and draw inferences about, the complex and situated nature of noticing by the teachers.