Examining and Expanding the Lenses of Professional Noticing in Teacher Education

Abstract

This article examines the current state of the field of professional vision/noticing in education, particularly the theoretical lenses used to guide the work in this area. We examine four established lenses and suggest additional considerations for researchers using those lenses. We also propose a new lens—a humanistic one—that is derived from Murdock’s notion of the morality of attention and foregrounds the noticer and the sense of wellbeing that might be promoted in them through noticing activities. We consider possibilities for both the existing lenses, and the new one related to future direction in the field.