The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research.

This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (2) input and output of the intervention studies, (3) study design, (4) effect sizes, and (5) research gaps. Few reviews had developed their own theoretical framework, and justifications for the interventions’ necessity were not always elaborated. Most assumed the existence of an effect chain—namely, that the reviewed interventions help promote teacher variables (mainly competence facets), which are then positively reflected in teaching quality and students’ learning gains. However, study variables typically indicate only segments of the effect chain while comprehensive operationalization of the total effect chain is rare. Interventions are typically organized as coursework, not necessarily connected to teaching practice or student learning. The interventions’ targeted learning outcomes are heterogeneously operationalized. Basic design features appear typical for intervention studies in teacher education, whereas more challenging designs are less common. Self-report instruments appear more common than rigorous measurement approaches. Based on a subsample of 14 reviews reporting summarized effect sizes, we conducted a meta-meta-analysis that shows an overall significant moderate effect of interventions is observable. Differentiation shows stronger effects for proximal outcomes (e.g., change in teacher knowledge or instructional practice) than for student learning. The synthesis of moderator effects yielded mixed results, and the quality of interventions appears more crucial than the length. Research gaps concern further theoretical development, the individual intervention studies’ research methodological standards, and improvement of literature reviews’ methodological quality. The results offer a theoretical background for future research on teacher education interventions and research progress in teacher education effectiveness. Recommendations for future research are given.