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The role of teacher assumptions and noticing in adaptive teaching

Written by: Richard Harvey-Swanston, Kerri Burns and Tiff Cole
6 min read
RICHARD HARVEY-SWANSTON, SENIOR LECTURER, UNIVERSITY OF BRIGHTON, UK KERRI BURNS, SCHOOL IMPROVEMENT ADVISOR, UNIVERSITY OF BRIGHTON ACADEMIES TRUST, UK TIFF COLE, FACULTY LEAD COACH, UNIVERSITY OF BRIGHTON ACADEMIES TRUST, UK Introduction This article reports on research that evaluated the effects of a trust-wide professional development (PD) programme for middle leaders, designed, delivered and evaluated in partnership between the University of Brighton Academies Trust and its sponsor, the University of Brighton. The PD programme and the research were designed in tandem (see our earlier article, Harvey-Swanston et al., 2024) and sought to improve teacher expertise and student outcomes, with a particular focus on improving teacher noticing because of its potential to change their moment-by-moment practice and support their lesson adaptations. Van Es and Sherin (2002) argue that noticing shapes teachers’ practice through two processes: Perceiving: Teaching is a comp

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    • Harvey-Swanston R, Burns K and Cole T (2024) Designing an evidence-informed trust-wide professional development programme. Impact 22: 40–41.
    • Van Es E and Sherin M (2002) Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education 10(4): 571–596.
    • Vermunt JD, Vrikki M, van Halem N et al. (2019) The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education 81: 61–73.
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