Abstract Teachers are confronted with multiple stimuli during instruction. To teach responsively, they must be able to identify and address classroom incidents that are critical for student learning. In the literature, the term “noticing” is used to refer to teachers’ perception and interpretation of such incidents, as well as the associated decision-making. This qualitative study explores geography teachers’ ability to notice pertinent stimuli. For this purpose, two staged video vignettes of subject-specific critical incidents were constructed. Expert geography teachers watched the vignettes, stopping them to comment whenever they noticed something critical. The findings indicate that a majority of teachers perceived the incidents in the manner intended by the authors. Analysis of the teachers’ comments revealed four types of interpretation. While the participants did not always make a decision about how to respond to an incident, the analysis also identified two types of decision-making.

中文翻译：

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地理教师如何在教学过程中注意到关键事件？

摘要 教师在教学过程中面临着多重刺激。为了响应式教学，他们必须能够识别和解决对学生学习至关重要的课堂事件。在文献中，“注意”一词用于指教师对此类事件的感知和解释，以及相关的决策。这项定性研究探讨了地理教师注意到相关刺激的能力。为此，构建了两个针对特定主题的关键事件的分阶段视频小插曲。专家地理老师观看了这些小插曲，每当他们注意到一些重要的事情时，他们就会阻止他们发表评论。调查结果表明，大多数教师以作者预期的方式看待这些事件。对教师评论的分析揭示了四种类型的解释。