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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?
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]
Copyright of Teacher Development is the property of Taylor & Francis Ltd 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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  Data: Promoting professional vision of pre-service teachers: does the focus of analysis matter?
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  Data: <searchLink fieldCode="AR" term="%22Junker%2C+Robin%22">Junker, Robin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> r.junker@katho-nrw.de</i><br /><searchLink fieldCode="AR" term="%22Dückers%2C+Christina%22">Dückers, Christina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grewe%2C+Oliver%22">Grewe, Oliver</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Henke%2C+Ina%22">Henke, Ina</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hörter%2C+Philip%22">Hörter, Philip</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jürgens%2C+Markus%22">Jürgens, Markus</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koschel%2C+Wilhelm%22">Koschel, Wilhelm</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meurel%2C+Melissa%22">Meurel, Melissa</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Möller%2C+Kornelia%22">Möller, Kornelia</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Holodynski%2C+Manfred%22">Holodynski, Manfred</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Apr2026, Vol. 30 Issue 2, p257-279. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
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  Data: 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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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/13664530.2025.2517880
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      – Code: eng
        Text: English
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        PageCount: 23
        StartPage: 257
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      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: Educational films
        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: Academic support programs
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      – SubjectFull: Classroom management
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      – SubjectFull: Cognitive ability
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      – SubjectFull: Structural equation modeling
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      – TitleFull: Promoting professional vision of pre-service teachers: does the focus of analysis matter?
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              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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