1st Edition
Teacher Professional Vision: Theoretical and Methodological Advances
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 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.
Part I Introduction
1. Introduction Andreas Gegenfurtner, Rebekka Stahnke
2. Research on teacher professional vision: Mapping the landscape of theoretical, methodological, and empirical contributions Rebekka Stahnke
Part II Theoretical Frameworks
3. Professional vision and teacher noticing: Looking back and looking forward Miriam Gamoran Sherin, Jennifer Richards, Sarah Larison
4. A cognitive perspective on teachers’ professional vision: How teachers’ professional knowledge shapes a professional vision Tina Seidel, Christian Kosel, Ricardo Böheim, Andreas Gegenfurtner, Kathleen Stürmer
5. Intelligence, knowledge, skills, behavior: Refining the Blömeke, Gustafsson, and Shavelson model of competence as a continuum Sigrid Blömeke
6. Cognitive theory of visual expertise: Implications for research on teacher noticing and professional vision Andreas Gegenfurtner
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 Bernadette Gold, Madeleine Müller, Kira Elena Weber, Christopher Prilop
8. Using videos as a tool to promote professional vision Robin Junker, Manfred Holodynski
9. Extended reality as a tool in research on teachers’ professional vision Patricia Goldberg, Tim Fütterer
10. Eye tracking as a process-based methodology to examine teachers’ professional vision Ann-Sophie Grub, Antje Biermann, Roland Brünken
11. Intervention research on teachers’ professional vision: Challenges of current research Julia Bruns
Part IV Discussion
12. Teacher professional vision – a concept revisited Kai S. Cortina, Yizhen Huang, Dirk Richter
Biography
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.
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.
