Bridging teacher noticing and metacognition: introducing the concept of metanoticing

KAPLAN H. A., Topbas E. S., Bilgic E. N. U.

METACOGNITION AND LEARNING, cilt.21, sa.1, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21 Sayı: 1
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s11409-026-09496-8
  • Dergi Adı: METACOGNITION AND LEARNING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Psycinfo, Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest)
  • Anahtar Kelimeler: Mathematics teacher education, Metacognition, Metacognition and teaching, Professional development, Teacher noticing
  • Gazi Üniversitesi Adresli: Evet

Özet

This study proposes metanoticing as a concept that reframes teacher cognition. Teacher noticing has generally been examined through the processes of attending, interpreting, and deciding. However, how teachers monitor, evaluate, and regulate their own noticing processes has not been sufficiently addressed in the literature. Drawing on metacognitive theory, this study suggests that noticing itself can become the object of metacognitive regulation. Within this framework, metanoticing is conceptualized as the process by which the teacher becomes aware of and regulates their own noticing. Integrating key literature from both domains (metacognition and noticing), we argue that teacher noticing can fundamentally become the object of metacognition. By framing metanoticing as a core dimension of professional expertise, we provide a theoretical architecture that explains how noticing processes are actively monitored, evaluated, and regulated. We articulate how metacognitive functions operate within the core phases of noticing and discuss their implications for teacher learning, professional development, and future research. Metanoticing, we contend, provides a promising lens for investigating the development of teacher expertise and designing teacher education programs that promote reflective instructional practice.