Research has shown that although teachers knowledge about the subject or pedagogy is important, a teachers 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 I 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.
This two-part edited volume explores theoretical models, emerging methods and empirical findings, highlighting areas to explore in future research, the design of teacher education and professional development. Volume I examines international research on the theoretical models and methods used to study teacher professional vision.
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
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.
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