Teacher noticing within the context of lesson study: a systematic review and prospective trends

Purpose: Teacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing. Design/methodology/approach: This article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing. Findings: The review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident. Research limitations/implications: This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking. Practical implications: By synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies. Originality/value: This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.