The discipline of noticing as a path to understanding

This paper explores the application of the ‘discipline of noticing’ in a UK-based teacher development programme designed to enable primary school teachers to develop a deeper understanding of their pedagogical subject knowledge within mathematics, primarily through researching their practice and developing a critical reflexivity. The researchers involved in this study focused on ‘noticing’ as a support for ‘researching from the inside’, in which the practitioner records microincidents in the classroom which have particular salience for them. Subsequent reflection aims to facilitate a drawing back from immediate practice and enabling teachers to see things they have previously overlooked, or have become habituated to see. Focusing on a case study of one teacher participant, this paper explores how the discipline of noticing enables the development of a ‘third space’ in which teacher and researcher roles become hybridised. We argue that teacher empowerment and change is sustained within and beyond the researched context through an emergent participant perspective which enables context-sensitivity and a response to learner identities and local knowledges in the pursuit of particular social justice concerns