Publication I

The first publication of this thesis, “Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers,” was published in 2022 in the journal Educational Studies in Mathematics. It addressed the lack of studies focusing on the development of teacher noticing as part of teacher expertise and dealt with the facet structure of teacher noticing and expertise- and teaching experience-relating differences in the noticing of three groups of pre-service and in-service teachers. In reference to the expanded impact model of teacher education and competence introduced in Section 2.1 (see Fig. 4.2), the paper was located between area (1) “Teacher education and professional development” and area (2) “Teacher competence” and connected different stages of teacher education and levels of teaching experience with the situation-specific skills of teacher competence (see an excerpt of the expanded impact model in Fig. 4.6).