Professional Vision Research Articles

Innovative Frameworks for Teacher Noticing: Video Insights into Pre-Service Trainee’s Practices

Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.

Geological (Dis)orientations: Training Sites, Storytelling, and Fieldwork in the Chilean Andes

This article explores place-based geological storytelling by examining the role of training sites in the geoscientific learning process. Based on ethnographic work conducted with geoscientists in the Liquiñe-Ofqui Geological Fault, I illustrate how sites located in the Chilean Andes have historically been used to practice geoscientific storytelling and to learn the language and theory of plate tectonics. Building on scholarship in STS and the history of science which has documented how plate tectonics and the associated paradigm shift changed the authority of field geology, I show how, rather than replacing fieldwork, place-based observations still play a central role in helping students gain a professional vision in geology. Reflecting on fieldwork training sites and geoscientists’ negotiated attempts to tell geological stories, this article speaks to the question: from where are the stories of the earth told?

Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes

ABSTRACT To foster scientific argumentation in the classroom, science teachers need to be able to notice and interpret situations in their lessons that are starting points for argumentation discourses. To sustainably promote these skills, which we denote as a professional vision of argumentation opportunities, it seems crucial to start training teachers as early as their pre-service phase. Thus, we have developed a vignette-based practice activity with a category system that trains this vision. In this exploratory study, qualitative content analysis was used to examine eight pre-service science teachers’ (PSTs) responses in this practice activity. The results show that the PSTs were able to successfully identify and describe argumentation opportunities in videotaped chemistry and physics lessons. However, these PSTs had difficulties in explaining the contentious moments in the opportunities they had identified and in predicting suitable instructions that could promote argumentation. Overall, PSTs’ professional vision improved during a nine-week intervention, but differences—e.g. regarding the subject matter of a vignette or PSTs’ prior knowledge—also became apparent. The paper identifies such influencing factors and provides recommendations for using the practice activity in science teachers’ professional development.

Interest, learning opportunities and teaching experience as predictors of professional vision in gender-sensitive physics education

ABSTRACT To promote gender equity in physics education, it is essential to understand the factors that influence how even pre-service teachers perceive, interpret and make decisions when gender inequities arise in the classroom. This means that we need to pay particular attention to teachers’ professional vision of gender-sensitive physics teaching. The following study examines pre-service teachers’ interest in gender-sensitive teaching and learning, as well as their learning opportunities and teaching experiences as potential predictors of their professional vision. A questionnaire and a vignette test were used for a cross-sectional survey of 586 pre-service teachers in Switzerland. Structural equation modeling (SEM) was used to analyse the predictors. The results contribute to the current research on gender-sensitive physics education, highlighting the importance of interest as the strongest predictor, followed by teaching experience and number of learning opportunities. The results are discussed in terms of their relevance for teacher training programs in gender-sensitive science education.

Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

AbstractAttending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision. This mixed-methods study (n = 85 pre-service teachers) compared effects of (a) a specific task instruction before watching a classroom video and (b) prompts during the classroom video on noticing—indicated by the number, velocity, and relevance of identified classroom management situations. Controlling for mental effort and pedagogical-psychological knowledge, t-Tests showed both types of instruction to have a similar attention-guiding effect. Qualitative analyses of retrospective interviews revealed that pre-service teachers identified verbal reactive classroom management strategies more easily than nonverbal strategies when observing experienced teachers in the classroom videos. We discuss specific task instructions as an economic alternative to the use of prompts in video-based teacher education and—based on our qualitative findings—provide directions for future research.

놀이중심 교육과정의 놀이기록에서 전문적 시각으로 살펴본 교사의 PCK

Objectives This study aims to explore the Pedagogical Content Knowledge (PCK) of teachers in the context of play-based early childhood education. The focus is on how teachers observe, document, and support play activities in educational settings that demand a high level of professional expertise. By analyzing teachers' play documentation from a professional vision perspective, the study seeks to identify what aspects teachers focus on during play situations and how their PCK is manifested. Methods This study analyzed 19 play documentation cases from the 2019 revised Nuri Curriculum to examine teachers' selective attention and knowledge-based reasoning. The analysis of selective attention focused on the specific elements of play that teachers observed, the aspects of children they concentrated on, the areas they emphasized to support and suggest during play, and the experiences and learnings they highlighted. For knowledge-based reasoning, the study assessed teachers' inferential actions based on observational evidence, their professional knowledge, and educational theories. Results First, the analysis revealed that teachers focused on the transformation of play through chance encounters and on all the relationships children form. Second, in the interplay of play and activities, the teachers' PCK was evident in their attuned listening to children's language and behavior while implementing their educational plans, as well as their pedagogical PCK in responding spontaneously to children's needs and supporting their learning. Conclusions The examination of teachers' PCK in play documentation indicated that it is an intertwining of educational knowledge, contextual (practical) knowledge, and knowledge about children. This results in the manifestation of PCK through planning, observation, support, and interpretation by teachers. The study highlighted the importance of teachers’ roles in implementing a play-based curriculum that aims to deepen, expand, and reorganize educational content and experiences to promote higher levels of learning and support.

Video-based measurement of professional vision: Comparison of open and closed formats in the context of instructional support in elementary science education

Video-based measurement of professional vision: Comparison of open and closed formats in the context of instructional support in elementary science education

Editorial: Advancing research on teachers' professional vision: implementing novel technologies, methods and theories

Editorial: Advancing research on teachers' professional vision: implementing novel technologies, methods and theories

Development and validation of an instrument investigating elementary teachers’ sense of agency for science instruction

ABSTRACT This paper examines the development and validation of the Survey of Elementary Teachers’ Sense of Agency (SETSA), which investigates elementary science teachers’ sense of agency for teaching science. How elementary teachers express agency is critical to the learning outcomes of youth, particularly because elementary classrooms often serve as foundational sites for science experiences. Yet, elementary science teachers’ sense of agency for teaching science is understudied. Therefore, we developed the SETSA through a rigorous, systematic process. Development and validation of the SETSA occurred in multiple phases. Experts examined initial survey items, which were revised and consolidated into the 49-item SETSA. This was piloted with elementary teachers and the results led to a refined version. This later survey was administered to current teachers in elementary classrooms throughout the United States, with 1680 teachers responding. Analyses supported a robust, 10-factor model, which is consistent with frameworks and constructs in the current literature. Factors included in an elementary teacher's sense of agency for teaching science were: structures, science teacher identity, relationships, emotions, experience, professional vision. Factors included in an elementary teacher's expressions of that agency were: structure negotiation, science teacher identity negotiation, change in teacher practice and teaching with a justice orientation.

Development and validation of a text-based instrument measuring teachers’ professional vision of student thinking

Abstract Accurate teacher judgments of student thinking are key to adaptive teaching. Yet, making such judgments represents a particularly challenging task for teachers. Developing instruments that can elicit and capture teachers’ cognitive processes of noticing and interpreting is essential for assessing their skills. These instruments should be sensitive to the teachers’ cognitive processes and specific qualities of student thinking in the respective domain. In this article, we present an approach to develop and validate a text-based vignette test which meets these requirements. We used the example of teachers’ noticing and interpreting of cognitive aspects in learners’ attitudes on creation and evolution. We identified relevant components of student thinking in this domain and included these components systematically varied in written classroom vignettes. Experts confirmed a clear and salient representation of the components of student thinking that we intended to include.

Improving Teachers’ Professional Vision Through a Video-based Reflection Program: A Case Study in Mexican Primary Schools

Enhancing teachers’ professional vision (TPV) may contribute to increasing the quality of teaching-learning processes through higher perceived efficacy, leading to autonomy-supportive environment. This is of particular importance in Physical Education (PE), due to the fact that this subject presents different challenges and more dynamic situations compared to others. One of the latest approaches for enhancing TPV is video-based reflection, which allows teachers to observe recorded lessons and analyze them. The aim of this research was to test the effect of a video-based reflection program on TPV in PE. Two teachers participated in a 3-step video-analysis program consisting of self-reflection, peer reflection, and expert feedback. Notable changes were found in TPV at the end of the 6-month intervention, both in terms of teachers’ selective attention to classroom events and their knowledge-based reasoning. Our findings suggest that video-based reflection programs could represent an important part of any teacher training program aiming to increasing PE teachers’ responsiveness to diverse in-class situations.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis

In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers’ situational interest. Overall, results demonstrated that preservice teachers’ professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit.

What Fragility? Multiple Professional Visions in the Maintenance of French Public Roads

A growing body of work in STS has highlighted the ambiguousness of infrastructure maintenance, as an activity that contributes to reproducing sociomaterial order while bringing to light its very fragility. The case of local public roads in France is instructive in this respect: for about a decade, a variety of public and private actors have been raising concerns about the fragility of this abundant infrastructure, questioning the organization of knowledge production for its maintenance after the withdrawal of centralized state engineering. This article draws on a multi-sited inquiry to extract three ethnographic vignettes that suggest the coexistence of multiple knowledges in road maintenance, oriented toward contrasted forms of fragility. I analyze these knowledges as professional visions (Goodwin 1994), associated with different notions of the most relevant expertise to make infrastructures last. The coexistence of multiple visions of infrastructural fragilities thus gives rise to new uncertainties: as the case may be, these visions might either contribute to a stabilized division of labor, or challenge existing institutional frameworks. These remarks invite us to systematically question the plurality of modes of knowing that organize infrastructure maintenance, in order to further widen the analysis of the complex relationships between material and organizational fragilities.

‘I know what it is’. An interactional study of sex discovery in prenatal ultrasound examinations

One of the most exciting moments in a prenatal ultrasound session is learning the sex of the baby.Following a conversation analysis perspective, we present a multimodal analysis of sequences of interaction between patient and practitioner at the time the foetus’ sex is the focus of attention. Based on video data collected from maternity wards and private practitioners, we report on two types of sequences, which illustrate the different ways of responding to the perceptually-occasioned formulation of the foetus’ sex: as a telling or as a noticing (in which case participants orient towards jointly seeing). While the possibility of both response is inherent to the sequential properties of noticing-based claims in general, we will discuss how the production of both types of sequences is sensitive and articulated to the distribution of epistemic authority as a practical achievement in this medical setting, along two dimensions: expert versus ordinary knowledge, and professional vision versus lay gaze.

Learning to view golfing bodies: developing professional vision through video analysis and embodied reenactments

ABSTRACT Inspired by recent research that investigates how coaches interpret performance through the support of video tools and analysis, this article explores how the embodied reenactments of a golf coach shape their student’s interpretation of golfing bodies. More specifically, this research investigates a pedagogical encounter a Professional Golf Association (PGA) coach has with their golf student while engaging in collective in-the-moment video analysis of their student’s performance. Using Goodwin’s (1994) notion of professional vision, this article shows how a golf coach’s embodied methods attune their student’s observation of golfing practices to modern and standard methods for viewing and analyzing golfing bodies. I leverage interaction analysis to unearth and interpret the embodied and interactional nature of their pedagogical encounter, and to better understand how the golf coach’s reenactments shape their student’s professional vision. This research suggests that the body is a fundamental element in teaching and developing professional vision in athletic and performance-based contexts, and provides an avenue for better understanding how coaches, and experts in other professional settings, can apprentice novices’ interpretation and professional vision of practices.

Teachers’ Perceptions, Knowledge, and Interactions with Scripted Curriculum

As shortages of teachers increase and student standardized test scores remain low and unchanged, there is a push for increasing instructional effectiveness using scripted curriculum and direct instruction. However, scripted curriculum is likely inconsistent with teachers’ professional visions and needs, leading to conflicting goals for adopting scripted curriculum and teachers’ professional goals. We determined the gaps in the literature support the need to collectively explore how teachers define and consider scripted curriculum, particularly the extent to which they think the curriculum is culturally responsive, motivates students to learn, are involved in adopting the curriculum, and their preferences for teaching with scripted curriculum. Using a cross-section survey design, we gathered quantitative and qualitative data from 292 K-12 teachers working in the south-central United States. We found teachers did not perceive scripted curriculum as culturally responsive, did not think the curriculum motivates students to learn, did not like teaching with the curriculum or preferred to use it as a resource, and tended to be marginally involved in selecting the curriculum. Our research empirically documents the narrative teachers tend to share about scripted curriculum. We conclude our report by discussing our results, implications for our findings, and recommendations for future research.

Develop Your CORE2 for Career Flourishing: A Career Development Workshop for Hospitalists.

Appreciative inquiry harnesses an individual's strengths to realize positive change, and a flourishing-focused mindset emphasizes engagement, social connectivity, and seeking meaningful work. Though the impact of these models on physician well-being and career planning has been evaluated in graduate medical education, their integration into career development initiatives for faculty has been limited. We designed a workshop to nurture hospitalist career development, based on our CORE2 conceptual framework (character strengths, overall vision, role assessment, explicit goals, and evaluation). We presented the workshop at the 2022 and 2023 Society of Hospital Medicine (SHM) annual conferences. This 1.5-hour workshop comprised four modules and three small-group activities designed to help participants identify their signature character strengths, draft a professional vision statement, prioritize professional roles, and develop SMART goals aligned with these roles. At the 2023 SHM annual conference, 36 participants attended the workshop, and 32 (89%) completed pre- and postworkshop surveys. After workshop completion, participants' self-assessed familiarity with their signature character strengths, knowledge of evidence-based principles to develop SMART goals, and confidence in their ability to write a vision statement and SMART goals all increased significantly (p < .05). This workshop provides a valuable framework for self-directed longitudinal career development and reflection. We build on prior curricula on educator identity formation by guiding participants from identity definition to professional vision development to professional role evaluation to aligned goal creation and iterative evaluation. Our workshop's principles are readily generalizable to clinician-educators across medical disciplines.

“We Need to Build Carbon-Neutral Houses” – Discourses of Responsible Expertise in Finnish Professional Media

ABSTRACT In this study, we explore how expertise and responsibility are discursively intertwined in professional media. Based on quotations from building and real-estate industry professionals in news texts concerning sustainable building and housing, we identified three responsibility-related discourses: responsibility as a strategic professional vision, responsibility as techno-material expertise, and responsibility as a communal and societal orientation. These discourses of responsible expertise are important for voicing professional perspectives and emphasizing corporate social responsibility (CSR). In the sustainability transition, industry professionals are balancing between organizational and industry-level motives, between utility perspectives for “us” and “others,” and between managing impressions of doing good for the industry and for citizens or society at large. Through and with journalism, these professionals disseminate both individual and organizational expertise to the public in order to “make the industry and the whole society better and more sustainable.”

Where experience makes a difference: teachers' judgment accuracy and diagnostic reasoning regarding student learning characteristics.

The concept of teacher professional vision suggests that experienced teachers, compared to novice teachers, might be better at making accurate judgments of students' learning characteristics, which can be explained by their advanced reasoning in diagnostic situations. This study examines experienced and novice teachers' diagnoses of different student characteristic profiles: three inconsistent profiles (overestimating, uninterested, and underestimating) and two consistent profiles (strong and struggling). We examined both experienced (n = 19 in-service mathematics teachers) and novice teachers (n = 24 pre-service mathematics teachers) to determine the extent of differences in their judgment accuracy and their diagnostic reasoning about observable cues when diagnosing student profiles while watching a lesson video. ANOVA results indicate that experienced teachers generally achieved a higher judgment accuracy in diagnosing student profiles compared to novice teachers. Moreover, epistemic network analysis of observable cues in experienced and novice teachers' diagnostic reasoning showed that, compared to novice teachers, experienced teachers make more relations between a broader spectrum of both surface cues (e.g., a student's hand-raising behavior) and deep cues (e.g., a student being interested in the subject). Experienced teachers thereby construct more comprehensive and robust reasoning compared to novice teachers. The findings highlight how professional experience shapes teachers' professional skills, such as diagnosing, and suggest strategies for enhancing teacher training.