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Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP). We then offer an illustration of teachers participating in a video club specifically designed to support noticing students' disciplinary thinking in science—and show how the teachers' talk positioned them to see the cultural foundations of student learning, a perspective that lays the groundwork for teachers to teach in culturally sustaining ways. With an eye to developing future designs of video clubs that highlight disciplinary thinking in both mathematics and science alongside cultural resources—and the intersections therein—in this article, we begin the foundational work of better understanding the theoretical connections across both cultural and disciplinary ways of seeing, knowing, and responding. [ABSTRACT FROM AUTHOR]

Much of the work in the Learning Sciences and Computer-Supported Collaborated Learning communities have focused on understanding and designing for learning in collaborative spaces. This work utilizes methods such as Interaction Analysis and has attended to multiple dimensions and timescales of learning. It has redefined ideas about knowledge and competence and how they are acquired, thus providing important insights into the process of learning and the design of learning environments. However, we have not in the same way advanced our knowledge of teacher learning. Our understanding of the process and mechanism of teacher learning in in collaborative professional development (PD) environments is still quite thin. In this paper, we discuss how utilizing methods from Interaction Analysis, in particular, can offer insight into the process of teacher learning in these contexts. We illustrate how adopting a lens that shifts away from asking whether teachers are progressing toward a researcher-defined goal, toward one that asks how learning occurs in the moments of interaction, and the meaning it has for participants as they work to achieve PD goals, has the potential to shed new light on learning in teacher PD. [ABSTRACT FROM AUTHOR]