Abstract
Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD. Results indicate that participants were more descriptive and less evaluative in their annotations, which connected to a clearer identification of the teacher’s actions and questions, and they increasingly focused on the teacher more than the students. Teachers reported that their noticing changed as they learned content across different PD structures, content to anchor their noticing, and pedagogical strategies.