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Professional vision of teaching as a focus-specific or focus-integrated skill – Conceptual considerations and video-based assessment.

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Title: Professional vision of teaching as a focus-specific or focus-integrated skill – Conceptual considerations and video-based assessment.
Authors: Gippert, Christina1 christina.gippert@uni-muenster.de, Hörter, Philip1 philip.hoerter@uni-muenster.de, Junker, Robin1, Holodynski, Manfred1
Source: Teaching & Teacher Education. Sep2022, Vol. 117, pN.PAG-N.PAG. 1p.
Subject Terms: *Classroom environment, *Teachers, *Education, *Theory of knowledge, *Ability
Abstract: In their professional vision (PV) of the classroom situation, teachers have to consider different foci such as classroom management (CM) and instructional support (IS) concurrently. However, in teacher education different foci of PV are taught almost always separately, raising the question whether PV is focus-specific or focus-integrated. Therefore, we developed a video-based assessment with an open response format for concurrently assessing student teachers' PV of CM and IS (n = 177). We calculated structural equation models to identify the relationship between latent facets of PV. The comparison of the models revealed that a focus-specific conceptualization of PV fits data best. • A newly constructed open response format can assess different foci of teachers' professional vision concurrently. • Teacher students' professional vision is a focus-specific, but not a focus-integrated skill. • Professional vision of classroom management is related to the corresponding domain of professional knowledge. • Within the PID-model, decision-making can be differentiated into evaluation and generation of alternative actions. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In their professional vision (PV) of the classroom situation, teachers have to consider different foci such as classroom management (CM) and instructional support (IS) concurrently. However, in teacher education different foci of PV are taught almost always separately, raising the question whether PV is focus-specific or focus-integrated. Therefore, we developed a video-based assessment with an open response format for concurrently assessing student teachers' PV of CM and IS (n = 177). We calculated structural equation models to identify the relationship between latent facets of PV. The comparison of the models revealed that a focus-specific conceptualization of PV fits data best. • A newly constructed open response format can assess different foci of teachers' professional vision concurrently. • Teacher students' professional vision is a focus-specific, but not a focus-integrated skill. • Professional vision of classroom management is related to the corresponding domain of professional knowledge. • Within the PID-model, decision-making can be differentiated into evaluation and generation of alternative actions. [ABSTRACT FROM AUTHOR]
ISSN:0742051X
DOI:10.1016/j.tate.2022.103797