Noticing a flow of networks

The world of the classroom is no less a ‘flow of networks’ (Castells 1999) than the globalised world outside its doors. In this fluid context of the world outside and the inner world of identity, the linear and somewhat found understandings of reflective practice (Schon 1987) and observations of classroom practice may serve to limit rather than reveal. The authors of this paper have been engaging with the ways teachers shape personal and professional theory through a movement - oriented process of noticing (Moss et al 2004). Noticing,working at the elusive intersections of observation and construction, permits non-linear connections. Noticing theorised in this way draws on the physical (Mason 2002). The movement occurs between the seen and the seer – between beliefs, identity and responses. The movement of the eye in noticing touches the seen in various places – pulling in and out of focus that which is seen. The same movement brings in and out of focus the seer- the beliefs and values held and let go in the seeing. The focusing in the act requires convergence and divergence (‘Notitia’ being known -‘Middle English from Old French from Latin Notitia being known from notus past part. of noscere know’). The paper will report on early data on the impact of implementing this theoretical model in mass teacher education at the University of Melbourne, Australia.