Teacher Professional Vision: Empirical Perspectives

Introduction to empirical perspectives on teacher professional vision; Section 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 intercultural norms of mathematics education in Germany and Taiwan; 5. Heterogenous student characteristics as a challenge for professional noticing of teachers in diagnostic judgment situations; Section 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 domain-specific deep structures within geography education; 10. Professional vision in German as a second language (GLS) teacher education: A digital video observation aid for noticing GLS 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; Section 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; Section IV - Discussion; 17. Avenues for future research on teacher noticing and professional vision

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• Teino dos professores
• Psicologia educacional
• Filosofia e teoria da educação

Rebekka Stahnke;Andreas Gegenfurtner;EARLI;Teacher Professional Vision;empirical perspectives;Isabel Raemdonck;Minkang Kim;New Perspectives on Learning and Instruction