All rights reservedScheiner, Thorsten2025-10-1720192021-12-0110.302/1429207https://hdl.handle.net/20.500.14802/14778This paper identifies restrictions in current conceptualizations of teacher noticing and draws on insights from cognitive science and the applied science of human factors to develop a more comprehensive account of the phenomenon of teacher noticing. These insights are used to go beyond any uni-directional model that is either based on the assumption that the individual determines what she or he sees, or that her or his environment determines it. This paper puts forth a reciprocal and cyclical model of teacher noticing in which individual and environment are inextricably intertwined, one in which the individual both shapes and is shaped by her or his environment.Conference paperControlledPUB0201079871