Teacher noticing as embodied ecological enactment: an embodied–ecological–enactive model
Frontiers in Education May 29, 2026 Thorsten Scheiner, Dan Jazby, Edmund Aspbury-Miyanishi
This paper addresses limitations of traditional cognitivist models of teacher noticing by proposing an embodied–ecological–enactive model grounded in the pragmatic synthesis of three complementary theoretical perspectives. We examine how teachers engage bodily processes in perception (embodied perspective), perceive affordances in classroom environments (ecological perspective), and enact...