Abstract In supporting their students’ learning in the classroom, noticing is an important professional skill for teachers, encompassing perceiving and interpreting relevant incidents, as well as ad hoc decision-making. While noticing is an established research topic in other domains, it remains largely neglected in relation to the geography teacher. The paper compares the noticing skills of geography teachers at three different stages of their professional development. Qualitative content analysis of teachers’ think-aloud responses to video vignettes of geography teaching revealed that the three groups differed in terms of number of incidents perceived, interpretive stance, and decision-making.

中文翻译：

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地理教学中教师的观察能力：专家与新手的比较

摘要 在支持学生在课堂上的学习中，注意是教师的一项重要专业技能，包括感知和解释相关事件以及临时决策。虽然注意是其他领域的既定研究课题，但与地理教师相比，它在很大程度上仍被忽视。本文比较了地理教师在专业发展的三个不同阶段的注意技能。对教师对地理教学视频片段的自言自语反应的定性内容分析显示，三组在感知事件的数量、解释立场和决策方面存在差异。