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Thorsten Scheiner

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Open access Oct 2026

Phenomenological framing in teacher noticing research: how theoretical perspectives constitute their objects

Teacher noticing has become one of the most generative yet contested constructs in teacher education research. Cognitive, sociocultural, and ecological-embodied perspectives are often discussed as alternative, and sometimes potentially complementary, accounts of teacher noticing. This paper advances a stronger meta-the...

Thorsten Scheiner · 0 citations

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