The notion of teacher noticing shows great promise for merging various research lines in teacher education. The aim of this research is to go beyond an intuitive model of teacher noticing to better address the complexities of the processes involved, from attending to certain events, to becoming aware of these events in dynamic situations. The research draws on phenomena described in and findings gained from cognitive science and the applied science of human factors to better account of the interdependencies between individual and environment, or, in more detail, the interactions between cognitive and contextual resources, perceptual and cognitive processes, and the actual situation.
Scheiner, T. (2016). Teacher noticing: enlightening or blinding? ZDM Mathematics Education, 48(1), 227-238. link