Teacher Professional Vision

Theoretical and Methodological Advances
1. Auflage 2024
ISBN: 978-1-032-44185-6
Verlag: Routledge

Buch, Englisch, 208 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 485 g

Reihe: New Perspectives on Learning and Instruction

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-volume edited book 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 1 of this book, Teacher Professional Vision: Theoretical and Methodological Advances, examines cutting-edge international research on the theoretical models and methods used to study the crucial subject of teacher professional vision.

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.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Gegenfurtner, Andreas

Stahnke, Rebekka

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part I Introduction; 1. Introduction; 2. Research on teacher professional vision: Mapping the landscape of theoretical, methodological, and empirical contributions;  Part II Theoretical Frameworks; 3. Professional vision and teacher noticing: Looking back and looking forward; 4. A cognitive perspective on teachers’ professional vision: How teachers’ professional knowledge shapes a professional vision; 5. Intelligence, knowledge, skills, behavior: Refining the Blömeke, Gustafsson, and Shavelson model of competence as a continuum; 6. Cognitive theory of visual expertise: Implications for research on teacher noticing and professional vision;  Part III Methodological Approaches; 7. Characteristics and validation of video-based standardized instruments measuring professional vision – A closer look at the predictive validity of different task formats; 8. Using videos as a tool to promote professional vision; 9. Extended reality as a tool in research on teachers’ professional vision; 10. Eye tracking as a process-based methodology to examine teachers’ professional vision; 11. Intervention research on teachers’ professional vision: Challenges of current research; Part IV Discussion; 12. Teacher professional vision – a concept revisited

Über Autor(innen)

Andreas Gegenfurtner is Professor of 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.

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.