Jacksons approach to teacher noticing is at once ecological, interdisciplinary, and evidence-based. He theorizes the dynamic act of thinking-for-teaching and empirically illuminates how teachers come to notice students use of embodied and verbal resources, and how task complexity and perspectival memory, among other factors, shape what teachers notice. A deeply original book that opens up new ground for the study of novice language teacher cognition! * Lourdes Ortega, Georgetown University, USA * Grounded in Jackson's experience and knowledge as a teacher-trainer, this book offers fundamental insights on teacher noticing, a critically important but underexplored topic of inquiry in the field of second language acquisition research. Using multiple theoretical and methodological lenses, Jacksons analysis is not only innovative in its approach but also extremely informative for anyone involved in language education. * Yuko Goto Butler, University of Pennsylvania, USA * In this book, Jackson offers important insights into the role that teacher noticing plays in the context of language instruction as well as practical suggestions for teachers wishing to extend their noticing skills. A valuable new perspective on teacher noticing! * Miriam Sherin, Northwestern University, USA *
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