Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

Abstract Although strong references to expertise in different theoretical approaches teacher noticing have been made the last decades, empirical knowledge about development of from novice expert level is scarce. The present study aims close this research gap by comparing three groups mathematics teachers with degrees professional teaching experience—pre-service at master’s level, early career teachers, and experienced teachers—using data sampled frame program Teacher Education Development Study Mathematics (TEDS-M). Furthermore, construct assessed a differentiated way analyzing facets. Findings confirm that facets can be empirically distinguished—perception important classroom events, their interpretation, decisions regarding further developments. results reveal considerable increase between students practicing teachers. However, contrast other studies, among examples East Asia, stagnation or decrease could observed. Overall, highlights cultural dependency teachers’ noticing.