Promoting professional vision of pre-service teachers: does the focus of analysis matter?
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| Title: | Promoting professional vision of pre-service teachers: does the focus of analysis matter? |
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| Authors: | Junker, Robin1 (AUTHOR) r.junker@katho-nrw.de, Dückers, Christina2 (AUTHOR), Grewe, Oliver3 (AUTHOR), Henke, Ina4 (AUTHOR), Hörter, Philip5 (AUTHOR), Jürgens, Markus6 (AUTHOR), Koschel, Wilhelm7 (AUTHOR), Meurel, Melissa8 (AUTHOR), Möller, Kornelia3 (AUTHOR), Holodynski, Manfred2 (AUTHOR) |
| Source: | Teacher Development. Apr2026, Vol. 30 Issue 2, p257-279. 23p. |
| Subject Terms: | *Teacher training, *Teacher education, *Educational films, *Student teachers, *Academic support programs, *Classroom management, *Cognitive ability, Structural equation modeling |
| Abstract: | Research highlights gaps in beginning teachers' competencies, particularly in classroom management and instructional support. This study explores professional vision as a bridge between theoretical knowledge and practical teaching skills, emphasizing the need for improved pre-service teacher training. Engaging 659 pre-service teachers, the research compared outcomes between those undergoing video-based intervention focusing on different teaching facets and those continuing standard university education. The intervention aimed to enhance professional vision, defined by perception, interpretation, and decision-making abilities. Utilizing a video-based response format, the authors evaluated the participants' skills before and after the intervention. Through multilevel structural equation modeling, the study validated the professional vision's structural components and noted significant improvements in participants exposed to video-based training. The findings suggest substantial benefits of such interventions in teacher education and recommend further exploration into their application and effectiveness. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Research highlights gaps in beginning teachers' competencies, particularly in classroom management and instructional support. This study explores professional vision as a bridge between theoretical knowledge and practical teaching skills, emphasizing the need for improved pre-service teacher training. Engaging 659 pre-service teachers, the research compared outcomes between those undergoing video-based intervention focusing on different teaching facets and those continuing standard university education. The intervention aimed to enhance professional vision, defined by perception, interpretation, and decision-making abilities. Utilizing a video-based response format, the authors evaluated the participants' skills before and after the intervention. Through multilevel structural equation modeling, the study validated the professional vision's structural components and noted significant improvements in participants exposed to video-based training. The findings suggest substantial benefits of such interventions in teacher education and recommend further exploration into their application and effectiveness. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2025.2517880 |
