This two-part edited volume explores new theoretical models, emerging methods and empirical findings. Volume II provides insights into research on teacher professional vision across different domains, including equity, classroom management and subject teaching across school levels (from elementary school to higher education).
Research has shown that although teachers’ knowledge about the subject or pedagogy is important, a teacher’s professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.
Firmly grounded in the long-standing field of teacher professional vision research, this two-part edited volume explores new theoretical models, emerging methods and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.
Volume II of this book, Teacher Professional Vision: Empirical Perspectives provides insights into research on teacher professional vision across different domains, including aspects of equity, classroom management and subject teaching. Perspectives of different subject areas and school levels (from elementary school to higher education) are explored throughout.
Written by a diverse team of leading experts in the field, this volume and its companion volume cover theoretical and methodological advances in teacher professional vision. This is an essential resource for researchers and professionals in the field of teacher education and professional development.
Introduction to empirical perspectives on teacher professional vision;
Part I On the development of teacher professional vision and its
socio-cultural context;
1. An exploration of noticing discourse as a
mechanism of teacher learning;
2. Knowledge, self-efficacy, and professional
vision: How do they predict pre-service teachers peer feedback quality?;
3.
Characterizing novice and expert teachers professional vision of classroom
management;
4. The role of experts norms of instructional quality for
assessing teacher noticing: Revealing culture-specific and interculturally
shared norms of mathematics education in Germany and Taiwan;
5. Heterogenous
student characteristics as a challenge in professional noticing of teachers
in diagnostic judgment situations; Part II Subject-specific perspectives on
teacher professional vision;
6. Teacher noticing regarding aspects of
instructional quality in the mathematics classroom;
7. Professional vision in
science classrooms;
8. Pre-service history teachers professional vision:
Findings from a video-based longitudinal study;
9. Beyond the surface: A
qualitative study on professional vision of deep structures within geography
education;
10. Professional vision in German as a Second Language (GSL)
teacher education: A digital video observation aid for noticing GSL
micro-scaffolding and teachers language use;
11. Perception and teaching in
visual arts;
12. Beyond the visual: Professional perception in the general
music classroom;
13. Facilitating professional vision of domain-specific
critical incidents in religious education;
14. Development and validation of
a test to measure situation-specific skills with regard to providing
participation in inclusive physical education; Part III Teacher
professional vison in early childhood and higher education;
15. Illustrations
as item stimuli to asses early childhood teachers situation-specific skills
a promising approach?;
16. The interaction between professional vision and
conceptual change in higher education teaching self-reports, videos, and
eye tracking as study methods; Part IV Discussion;
17. Avenues for future
research on teacher noticing and professional vision
Rebekka Stahnke is a postdoctoral researcher at the IPN Leibniz Institute for Science and Mathematics Education in Berlin, Germany. Her research interests include teacher professional vision, classroom management, and teacher professional development.
Andreas Gegenfurtner is Professor for Methods in Learning Research at the University of Augsburg. His research focuses on teacher noticing, student diversity, digital learning, and the confluence of expertise, training, and development in the professions.
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