Abstract
Research-based teacher education programs are designed to develop preservice teachers' multifaceted attitudes to teaching, including their professional vision or the perceptual processes and ability to notice and interpret education fundamentals in a classroom. Nonetheless, such programs' influence on preservice teachers' professional vision remains unclear. Utilising Australian preservice teachers’ interviews, research projects and surveys in a research-based teacher education program built upon principles of Communities of Practice (CoPs), this study illuminates modes of isolation, ethical noticing, and anticipation in shaping their professional vision. The latter captures an emerging capacity to (re)structure schooling fundamentals as research/practice amalgamations rather than merely practice-driven constructs.
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