Over the last three decades teacher education has been informed by developments in the areas of personal and professional teacher identity construction (Greene 1998, Kamler 2001, Britzman 2003) and reflective practice (Schön1987, Mason, 2002). The engagement of these approaches in pre-service education comes in a period of rethinking of identity and pedagogy within a global context. Constructions of identity are shaped and constructed as (dis)located (Edwards and Usher, 1997), multiple and hybrid (Bhabha, 1994).The fluidity of identity formation operates for teachers alongside the normalizing processes of globalising trends to benchmark teacher practice. Working in teacher education, with pre-service teachers and practising teachers, the writers of this paper are engaged with the ways these teachers shape personal and professional theory. Drawing on personal and professional identity construction and reflective practice, they have argued a non-linear, movement oriented process of noticing (Moss et al 2004) as the central theoretical underpinning of a pre-service teacher education course. In this paper the development of 'noticing' as a way of understanding teacher decision-making is traced. Early data from the responses of student teachers to this theoretical frame indicates the possibility this may have for informing pre- service education. We have been engaging in the teaching through 'noticing' in 2003 and 2004. We work in a large Australian university where we teach core education subjects to a cohort of approximately one thousand full time students. Personal and professional identity when becoming a teacher now holds a strong place in core professional studies. Britzman (2003) persuasively argues the importance of biography in becoming a teacher. In a similar way, in our courses the student's work is underpinned by the construction of their professional identities. (Moss et al 2004). The authors of this paper have engaged with the ways teachers shape personal and professional theory through a movement-oriented process of noticing (Moss et al 2004). In our teacher education classes, we have been invited into the inner world of subjectivity and identity, which has provided the authors with the opportunity to develop this notion of noticing in the 'teaching moment'. Noticing has previously been theorised to focus on the physical (Mason 2002). In our model of 'noticing', the movement of the eye pulls in and out of focus that which is seen. The focusing in the act requires convergence and divergence. The paper will report on the impact of using this theoretical model in mass teacher education at the University of Melbourne, Australia.