Mathematics Teacher Educators’ noticing across professional backgrounds: Patterns of selectivity and micro-expertise

Ozmantar M. F., Hangül Demirci T., Yavuz İ., Agaç G.

TEACHING AND TEACHER EDUCATION, vol.172, no.2026, pp.1-13, 2026 (SSCI, Scopus)

  • Publication Type: Article / Article
  • Volume: 172 Issue: 2026
  • Publication Date: 2026
  • Doi Number: 10.1016/j.tate.2026.105404
  • Journal Name: TEACHING AND TEACHER EDUCATION
  • Journal Indexes: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index
  • Page Numbers: pp.1-13
  • Marmara University Affiliated: Yes

Abstract

This multiple-case study examines how Mathematics Teacher Educators (MTEs) with different professional backgrounds—a mathematician, a mathematics educator, and a school-based mentor—attend to and interpret classroom instruction. Findings confirm that MTEs’ noticing reflects domain-specific expertise but also reveal patterned selectivity: focused and recurrent attention to specific instructional features, interpreted with depth across modalities. This consistent, fine-grained engagement is conceptualized as micro-expertise—a role-aligned specialization in professional vision. The study contributes to understanding how noticing varies across MTE roles and proposes micro-expertise as a lens for analyzing within-role specialization and guiding future research on MTE development.