Teacher Professional Vision: Empirical Perspectives

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.

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