Teacher Professional Vision: Empirical Perspectives (eBook, ePUB)

Redaktion: Stahnke, Rebekka; Gegenfurtner, Andreas

• Format: ePub

Produktbeschreibung

This two-part edited volume explores new theoretical models, emerging methods and empirical findings. Volume II provides insights into research on teacher professional vision across different domains, including equity, classroom management and subject teaching across school levels (from elementary school to higher education).

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Produktdetails

• Verlag: Taylor & Francis
• Erscheinungstermin: 30. Dezember 2024
• Englisch
• ISBN-13: 9781040272824
• Artikelnr.: 72249398

Autorenporträt

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.

Inhaltsangabe

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