In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students’ mathematical thinking and reasoning. This construct has recently found its way into the science education literature. This paper reviews how the construct of teacher noticing has been understood and empirically investigated in the science education literature. We reviewed 29 empirical studies that focused on science teachers’ noticing and analysed how teacher noticing was defined and conceptualised in terms of its constituent components in these studies as well as the range of approaches used to investigate teacher noticing. Our analysis highlights how the original understanding of, and underlying assumptions about, teacher noticing have shifted as the construct has been imported into the science education literature. This review raises issues related to the investigation of teacher noticing and discusses how the findings of these studies can advance our existing knowledge of science teaching expertise. Finally, we propose directions for future research in this emerging field of research.

Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discou...

Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students’ learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers’ instructional practices. For many years, researchers lacked a robust methodological approach to unpack the structure and organisation of science teachers’ PCK. In 2012, Park and Chen developed the PCK map approach to identify, quantify and visualise the complex interactions between PCK components that shape the instructional practices of science teachers. After a systematic literature search, we identified 22 studies from eleven geographical regions that used the PCK map approach to analyse the integration of science teachers’ PCK components. An in-depth analysis of how the PCK map approach has been used, adapted and refined in these studies was performed. Findings reveal that some studies modified this approach in ways that did not retain the methodological strengths and robustness inherent in its original formulation. Some conflicting findings about the nature of the integration between PCK components are evident in the studies reviewed as well as in the broader literature on science teachers’ knowledge. Issues related to the use of the PCK map approach and recommendations on how to use this approach to investigate science teachers’ PCK are discussed.