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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]
Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 158116674
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PubType: Academic Journal
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  Data: Professional vision of teaching as a focus-specific or focus-integrated skill – Conceptual considerations and video-based assessment.
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  Data: <searchLink fieldCode="AR" term="%22Gippert%2C+Christina%22">Gippert, Christina</searchLink><relatesTo>1</relatesTo><i> christina.gippert@uni-muenster.de</i><br /><searchLink fieldCode="AR" term="%22Hörter%2C+Philip%22">Hörter, Philip</searchLink><relatesTo>1</relatesTo><i> philip.hoerter@uni-muenster.de</i><br /><searchLink fieldCode="AR" term="%22Junker%2C+Robin%22">Junker, Robin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Holodynski%2C+Manfred%22">Holodynski, Manfred</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Teacher+Education%22">Teaching & Teacher Education</searchLink>. Sep2022, Vol. 117, pN.PAG-N.PAG. 1p.
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  Data: *<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158116674
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        Value: 10.1016/j.tate.2022.103797
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Education
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      – SubjectFull: Theory of knowledge
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      – SubjectFull: Ability
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              M: 09
              Text: Sep2022
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              Y: 2022
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