Journal Article10.1007/S11612-013-0216-0
Changes in professional vision in the context of practice
95
TL;DR: In this article, the impact of a combined practical and theoretical university-based term on preservice teachers' professional vision is investigated by a video-based approach to supervising their knowledge acquisition and assessing their learning outcomes.
read more
Abstract: In initial teacher education, it is a challenge to foster the development of teaching skills proximal to classroom action. In this study, the impact of a combined practical and theoretical university-based term on preservice teachers’ professional vision is investigated by a video-based approach to supervising their knowledge acquisition and assessing their learning outcomes. Participants were N = 109 preservice teachers attending a 5-month theory practice term guided through video-based courses about effective teaching and learning. We measured their changes in professional vision using the video-based tool Observer. Our results show that preservice teachers positively change their professional vision during the theory practice term, especially if they show low entry levels at the beginning. Their notes on the observed teaching lessons illustrate these changes.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Tina Seidel,Kathleen Stürmer +1 more
TL;DR: This article developed a video-based instrument to empirically test the model to assess aspects of professional vision and found that their measure differentiates between description, explanation, and prediction, and provided insight into the structure of the professional vision, allowing them to conceptualize it theoretically and discuss the targeted use for teaching.
445
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
TL;DR: In this paper, the effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program were investigated using pre-posttest and written reflections during the learning sessions.
133
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
TL;DR: The authors provided a systematic review of the literature on teacher noticing published over the past two decades, based on a full-text analysis of 182 articles published in renowned databases and peer-reviewed English-scholarly journals.
124
Peer Review
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
TL;DR: Teacher noticing has become a prominent construct in research on teacher education and pro- fessional development; however, the current state of research is quite diverse, with different theoretical foundations and a variety of research designs as mentioned in this paper .
82
References
•Book
Motivating students to learn
Jere E. Brophy
- 01 Jan 1987
TL;DR: This chapter discusses strategies for supporting students' Success Expectations, and building Motivational Strategies Into Your Instructional Planning.
1.4K
Teaching Practice: A Cross-Professional Perspective
TL;DR: In this article, the authors developed a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices in the clergy, teaching, and clinical psychology.
1.3K
Teacher Education and the American Future.
TL;DR: For example, the authors discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.
1.3K
Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
Tina Seidel,Richard J. Shavelson +1 more
TL;DR: In this article, a meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results, finding that the largest effects for domainspecific components of teaching were most proximal to the executive processes of learning.
1.2K