Use of video as a representation of practice in teacher education is commonplace.
The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing.
Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video.
In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario.
Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing.
However, future research is needed to further explore this novel technology.