Professional Vision Research Articles

Informal learning processes in the daily practice of one German PE teacher

ABSTRACT Background: Physical education (PE) teachers’ learning processes are one important factor influencing the quality of PE and the learning outcomes of their students. To conceptualise learning for this study two dimensions were meaningful: an individual dimension with a focus on knowledge construction and other traits of teachers and a situational dimension that focuses on the special situation of teachers’ workplace. For this study changes in the professional competencies of an individual are used as indicators for previously occurring learning processes. Professional competencies are defined from the perspective of the competency-centred professional research branch. Purpose: This study aimed to reconstruct the working processes of PE teachers, which are associated with changes in professional competencies as indicators for professional learning. The following research question was therefore central to the study: In the context of which working activities does a teacher learn and how is this learning influenced? Method: The study followed a case study research approach and is based primarily on eight approximately 90-minute interviews. Grounded theory coding processes were used as the data analysis strategy. After the final interview, the working process of lesson planning and delivery was selected as the further focus of the analysis because there were only a few learning situations in the other working processes and constant comparison was within these working processes not reasonably possible. The cases within the selected category were categorised into four categories that differentiate sub-working processes and changes in professional competencies. Findings: Informal learning takes place in different facets of the daily work processes of a physical education teacher and extends over long periods. As outlined above, the presentation of the results for the working process of lesson planning and delivery follows the four identified subcategories: impetus, initial development, further development, and routine adaptation. The order of these four categories follows a chronological order of the working process. Changes in professional competencies were observed in the two middle categories concerning professional knowledge (content knowledge and pedagogical content knowledge) and professional vision. The changes in the named professional competencies were influenced by several external and internal factors, such as time, collegial conversation, or availability of high-quality information. Conclusion: The data of the study support assumptions about the strong importance of informal learning in a teacher's everyday working processes. Therefore, support for professional learning in the every day should focus on these informal processes. Based on the results, three options for supporting informal learning can be concluded. Firstly, the investigated teacher reported extensive time needed for research in the initial development stage and that reliable sources for high-quality knowledge and teaching materials spare time, but these sources are rare. Secondly, informal learning processes might be supported by some sort of incentives or acknowledgment. Third a structurally integrated opportunity to engage with professional learning communities might foster the transformation of working processes into learning opportunities.

Mentor teachers’ professional vision: A study of the differences with classroom teachers and student teachers

ABSTRACT A crucial competence for mentor teachers is the ability to analyse classroom practices as they are expected to model effective teaching practices and to provide feedback to student teachers. This ability is referred to in the literature as professional vision. The present study assesses mentor teachers’ (n = 137) professional vision regarding teacher-student interactions and differentiated instruction, using a validated video-based comparative judgement measurement instrument. The results indicate that mentor teachers have a high professional vision. It can thus be assumed that mentor teachers can support student teachers. Additionally, their professional vision is compared with that of classroom teachers (n = 996) and student teachers (n = 2168), expecting it to be significantly higher than that of classroom teachers and student teachers. The results show no significant difference between mentor teachers and classroom teachers but a significant difference between mentor teachers and student teachers. Hence, mentor teachers and classroom teachers are equally able to identify and interpret crucial aspects of effective teaching behaviour and both groups are better able than student teachers in this regard. This study contributes to the current state of the art on mentor teachers from a theoretical, empirical and methodological point of view.

Navigating the contradiction: balancing patient care and caregiver protection. From heroes to victims

The COVID emergency has accelerated professional and organizational transformations, prompting a re-signification of activity systems, routines, professional visions, concrete daily operations. An unforeseen scenario emerges, highlighting elements of uncertainty, fatigue, and discomfort, linked, on the one hand, to the challenge raised towards the professional identities of the various players, called to deal with the new organizational constraints, to reposition themselves in changing contexts. On the other hand, the challenge refers to the possibility to achieve a good balance between offering services aimed at the promotion and protection of health and, at the same time, to guarantee working safety and security conditions, in increasingly complex contexts in which tensions and contradictions coexist with reduction of resources and requests for more effective services.
 At risk is the possibility to cope with increasing situations of social conflicts (i.e. the no vax manifestations) and events such as those related to the aggressiveness of patients, the verbal and often physical aggression against the health professionals, exposed to the temptation to abandon work and devote oneself to something else. Tackling with patients taken in charge by the Services and with characteristics of aggressive behavior, decidedly above the sustainability thresholds (death threats; screams and insults; raids on the service; stalking; shadowing of operators, ... with situations of requesting emergency intervention by the police, which could only be limited to a light intervention in the absence of an explicit complaint against the person), generates understandable fears and dynamics of avoidance/expulsion. These are, more and more (even though not exclusively) at the basis of resignations and retirement from work. This is in evident contrast with the mission of the health service and therefore with the identification of personnel with the aim of taking care of every user with a need.
 Hence a situation of impasse (disenchantment/impotence/give up/avoidance), having to deal with balancing the threshold of the limit(boundary) and the limit(boundary) of the threshold, defining conditions of survival, of joint elaboration, of collective action agreed. The possibility of conceiving oneself as an emancipatory limit(boundary), avoiding fantasies of ‘expulsive killerage’ and ‘regulatory stiffening’, relies on a collective system alliance, capable of considering both realistic fears with respect to personal safety to be protected, and the elaboration of one's own defensive dynamics in the face of exposure to external aggression.
 At stake is the lacerating dilemma between the identification with a service that must take charge of the needs (whatever they may be) of a user/patient and, at the same time, with the need to protect one's own and others' (other patients) safety conditions to be able to fulfill the professional task to which one is called.

Transformations in Local Social Action in Portugal

The decentralization of social functions to municipalities, also known as municipal decentralization, triggered new contexts of practice in municipal social intervention. Municipalities are now dealing with more work and a focus on working in partnerships, which calls for greater dynamism of the local social action teams. This process has pushed the social workers to practices that alternate between mediation through the construction of access to a universal standard of social rights and the development of social intervention models with specific access to certain contexts and social groups. The objective of this paper is to envision new forms of standardization of social action within the framework of municipal decentralization, combining place-based perspectives with community and structural social work. What can we learn from social workers’ perspectives on the context of social functions in order to envision forms of place-based standardization of municipal social action? We seek to analyze the professional visions of local social action systems reform, discussing new contexts of practice; new place-based functions; and their correlation with political mediation for universal and intermunicipal social rights, instrumental dimensions of concrete work, and dimensions of value attributed to practicing social work. We organized the research according to the phenomenological paradigm, mobilizing the qualitative method and the multiple-case study. Based on evidence from the discourse of all professionals involved in the study, the findings indicate that the transformations of local social action systems, associated with the processes of social functions decentralization, imply greater comprehensiveness of social intervention, the ability to work in partnerships, and new place-based approach matrices, but they also present challenges for social workers in terms of multilevel governance that may favor the standardization of access to better social well-being between municipal territories.

The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge

ABSTRACT This study provides evidence of the effect of video analysis of real classroom situations as a support for promoting the professional vision among primary education pre-service teachers. Specifically, it focuses on the Science Process Skills involved in scientific inquiry when teaching through this method. This quasi-experimental study (n = 90) analyzes a didactic strategy based on the noticing and coding of inquiry teaching practices in school contexts. It aims to encourage pre-service teachers’ knowledge of the Science Process Skills. The quantitative results show a significant improvement in all these skills in the experimental group, mainly with regard to the proficiency of Planning and Experimentation and Interpretation skills. These data are congruent with the results obtained from the qualitative analysis of the codification engaged in by this group. The results of this study contribute to responding to the need for resources in the scientific inquiry education of pre-service teachers in primary education. Video analysis was observed to help mobilize a wide range of concepts involving knowledge of the Science Process Skills that are studied in the initial stages of teacher education.

A heuristic framework for video-based teaching and learning scenarios in higher education

Video has been proven to be an effective tool for enhancing the professional vision of higher education students, which is a crucial situation-specific skill within their professional competence. To ensure the successful integration of video in higher education teaching and learning, several implementation actions and processes need to be considered. This paper proposes a heuristic framework for implementing video-based teaching and learning scenarios across various disciplines in higher education. The framework combines existing research strands on professional vision, video implementation, technological pedagogical content knowledge (TPACK), and interactive, constructive, active, and passive (ICAP) learning activities. To highlight the interdisciplinary nature of the framework, examples from four different higher education disciplines (Catholic moral theology, Communication science, German as a second and foreign language, Medicine) are provided. These examples serve to underscore the framework’s applicability across a range of academic fields.

University teachers’ professional vision with respect to their conceptions of teaching and learning: findings from an eye-tracking study

This study investigated how university teachers’ (mis)conceptions of teaching and learning are related to their ability to notice and interpret pedagogically significant incidents in the classroom, that is their professional vision. Additionally, we examined whether university teachers can be supported in their development of conceptual understanding and professional vision through a short pedagogical training. A total of 32 university teachers who participated in this study completed a teacher conception questionnaire and an eye-tracking measurement with a stimulated retrospective recall (SRR) interview. A pre-test/post-test design was utilized. The findings indicate that in general, professional vision scores and (mis)conceptions of teaching and learning did not correlate. However, with regard to classroom incidents where teachers’ visual attention needed to be selectively allocated due to simultaneous interactions, university teachers with more misconceptions and less sophisticated conceptions of teaching and learning tended to focus on the teacher’s actions in the classroom. By contrast, university teachers with fewer misconceptions and with more sophisticated conceptions of teaching and learning tended to focus on students’ actions. University teachers’ less sophisticated conceptions became more sophisticated as a result of pedagogical training. Additionally, statistically significant improvements in participants’ noticing were identified, but interestingly not in their interpreting skills. The results emphasize the relevance of the need for pedagogical training and the development of conceptual understanding for university teachers in relation to learning theories in order to support their pedagogical expertise as well as their professional vision.

Mobile eye tracking evoked teacher self-reflection about teaching practices and behavior towards students in higher education

This study was based on the concept of teacher professional vision, in which professional reasoning plays a crucial role, and investigated how video with gaze overlay and heatmaps from the mobile eye tracker can support teachers’ professional self-reflection and professional vision development in higher education. Four university teachers wore a mobile eye tracker in a segment of one lecture. Their gaze distribution on classroom targets was analyzed together with their reflective comments when watching the recordings of their own behavior in the lecture. The results showed that mobile eye tracking data provided feedback on the distribution of teacher attention in different areas in the classroom and between students. Visualization of gaze distribution as heatmaps allowed teachers to reflect on how they perceived their gaze allocation and most of them realized that sometimes there was a difference between how they perceived their gaze allocation and how it was captured by the eye tracker. The study revealed where teachers most often diverted their attention, which encouraged them to reflect on why this happened, to think about their professional reasoning, and to analyze opportunities for improvement. Therefore, the heatmap analysis based on the data collected with the mobile eye trackers could be used to develop the professional vision of teachers in different educational contexts for engaging students through more balanced attention to every student in the classroom. Implications for using mobile eye tracker recording and gaze distribution heatmaps in video-based professional development for teachers are discussed.

The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning

This study explores longitudinal change in professional vision of instructional support during initial teacher education and its association with beliefs about teaching and learning. Growth modeling with multilevel approaches applied to data from N = 130 pre-service teachers at four measurement points throughout their bachelor's degree revealed a linear development in professional vision. However, the pre-service teachers observed differed systematically in their starting levels and developed heterogeneously. Our results show that inter-individual differences in constructivist and transmissive beliefs are associated with inter-individual differences in professional vision. Nevertheless, only intra-individual changes in transmissive beliefs are associated with intra-individual changes in professional vision.

Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice

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.

Promoting teachers’ SRL with professional vision experiences of live‐actors simulations and video technology

AbstractSelf‐regulated learning (SRL) is a cyclical process of planning, performance, and reflection. Although SRL contributes to academic achievement, teaching SRL poses a challenge for teachers, who need support in theoretical and practical approaches to SRL knowledge and skills. The first stop for teachers to effectively learn and employ SRL practices is to enhance teachers’ professional vision (PV) skills: PV skills help teachers think about teaching goals and strategic performance. Enhancing teachers’ PV in the context of SRL, referred to as “PV‐SRL,” is based on two types of experiences; video learning and simulation. These experiences allow teachers to practice their SRL skills by observation and emulation and apply SRL theory in class. Video‐based learning refers to watching videos of themselves and other teaching, discussing, and analyzing the events. The term “simulation” refers to guided learning experiences artificially resembling reality, where participants can exercise their skills and cope with challenges in a supportive environment. This chapter describes the different types of video‐based learning and simulations and their application teachers’ professional development programs and also provides recommendations for teacher educators.

Accounting for changes in series of vocalisations – Professional vision in a gym-training session

This paper presents a study of vocalisations, i.e., non-lexical sounds, in video-filmed sessions of gym training where one personal trainer (PT) and three clients are working out together. The object of study are series of vocalisations performed in connection with series of physical exercises, and the participants' orientation to change in such series is explained using the notion of professional vision (Goodwin 1994, 2013, 2018). We use sequential analysis of the multi-modal interaction, focusing on the PT's interactional work to make changes in series of vocalisations accountable. Our results show how vocalisations are recycled by the PT, transformed in new interactional contexts and thereby rebuilt into new social actions such as correcting, criticising or instructing. The under-specified nature of vocalisations (Keevallik and Ogden 2020) gives the PT an opportunity to reuse them as objects of knowledge for the members of the group, sharing his professional vision in co-operative actions (Goodwin 2013). The study potentially contributes not only to research into vocalisations as one of humans' communicative resources for inter-subjective understanding, but also to the analysis of professional practices used for providing physical health-care.

Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision.

In the field of AI in education, there is a movement toward human-centered design in which the primary stakeholders are collaborators in establishing the design and functionality of the AI system (participatory design). Several authors have noted that there is a potential tension in participatory design between involving stakeholders and, thus, increasing uptake of the system on the one hand, and the use of educational theory on the other hand. The goal of the present perspective article is to unpack this tension in more detail, focusing on the example of teacher dashboards. Our contribution to theory is to show that insights from the research field of teacher professional vision can help explain why stakeholder involvement may lead to tension. In particular, we discuss that the sources of information that teachers use in their professional vision, and which data sources could be included on dashboards, might differ with respect to whether they actually relate to student learning or not. Using this difference as a starting point for participatory design could help navigate the aforementioned tension. Subsequently, we describe several implications for practice and research that could help move the field of human centered design further.

Beyond the Auditable: Pathology, Professional Vision, and the Limits of Oversight for Regulating Psychotropic Drugs in Foster Care

This article draws from an 18-month ethnographic study of professional practices with psychotropic drugs in Illinois to demonstrate how psychotropic drugs are framed in policy and regulated in practice. I first show that disordered youth—rather than dysfunctional institutions—have been centered as the object of policy intervention. I then illustrate that whereas centering the disordered child as an object of intervention in public discourse requires one set of discursive maneuvers, another set of practices—namely, audits—is required to center the child as an object of knowledge around which professionals are organized. As auditors elicit treatment rationales in which drugs treat neurochemical disorder, prescribers and other professionals learn to represent youth in ways that pathologize them. Although audits can play an important role in the regulation of psychotropic drugs in foster care, child welfare systems must address the limits of audits, as well as their unintended effects.

Entrepreneurship Mentorship for HCT Education Alumni to Transition as Lead Businesswomen in the UAE Education Sector

Digital video annotation tools, which allow users to add synchronized comments to video content, have gained significant attention in teacher education in recent years. However, there is no overview of the research on the use of annotations, their implementation in teacher training and their effect on the development of professional competencies as a result of using video annotations as a supporting tool for video-based learning. In order to fill this gap, this paper reports on the results of a systematic literature review which was carried out to determine 1) how video annotations were implemented in studies in educational settings, 2) which professional competencies were investigated to be further developed with the aid of video annotations in these studies, and 3) which learning outcomes were reported in the selected studies. A total of 18 eligible studies, published between 2014 and 2022, were identified via database search and cross-referencing. A qualitative content analysis of these studies showed that video annotations were generally used to perform one or more of three functions, these being feedback, communication, and documentation, while they also enabled a deeper content knowledge of teaching, reflective skills, and professional vision, and facilitated social integration and recognition. The convincing evidence of the positive effect of using video annotation as a supporting tool in video teacher training prove them to be a powerful tool supporting the development of professional vision and other teaching skills. The use of video annotation tools in educational settings points towards further research as well.

Sharpiegate

In this article, we use the case of Hurricane Dorian, which hit the southeastern United States in 2019, to expand on the scholarship about professional vision by taking up how weather is materialized in the negotiation of seeing between members of the scientific community and the state. Attending to the controversy known popularly as Sharpiegate, in which President Donald Trump, the National Weather Service (NWS) office in Birmingham (Alabama) and the National Oceanic and Atmospheric Administration (NOAA) offered conflicting accounts of Hurricane Dorian’s predicted path, we use discourse analysis to examine four tweets, a NOAA official statement and the Commerce Department’s investigative report to show how institutional actors negotiated their entitlement to see, accounts of what was seen and accountability to their claims as seers. We argue that Sharpiegate significantly disrupted the relationship between science and the state, which depends upon scientists’ professional re-semiotizing of hurricanes in images which the state can use to legitimize its crisis response. Our findings show how NOAA and the Commerce Department utilize strategic ambiguity, distributed agency and accountability and the careful maintenance of boundaries in their claims of what was seen and what counts as legitimate seeing in weather forecasting.

Keeping track in classroom discourse: Comparing in-service and pre-service teachers' visual attention to students’ hand-raising behavior

This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teachers’ gazes were more student-centered. Furthermore, in-service teachers were able to distribute their attention among more students, regardless of their hand-raising behavior.

ЦИФРОВАЯ ТРАНСФОРМАЦИЯ ОБРАЗОВАНИЯ И СОВРЕМЕННЫЕ ТРЕНДЫ ПОДГОТОВКИ КАДРОВОГО РЕСУРСА

The scientific article presents analytical aspects of the constant transformation ofprofessional training under the influence of modern technological structures, changing labor market requirements and economic demands. Currently, the focus of attention is on the search for the most effective ways to transform educational institutions, the activation of the use of innovative pedagogical techniques aimed at forming not only the professional vision of the graduate, and mastering professional skills, but also acquiringflexible skills to implement the tasks set in conditions of a high level of digitalization of all sectors of the economy and spheres of society.

Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning

ABSTRACT Teacher education programmes need to provide opportunities that support the integration of theory with practice. To date, there is little research on how to help preservice teachers apply professional knowledge to an important aspect of practice: lesson planning. The present research developed an educational approach to lesson planning by drawing on research on professional vision and analysis of teaching. The approach shows what kinds of connections may be established between professional knowledge and lesson planning decisions. These connections require reasoning about possible learning effects of instruction according to principles of teaching and learning. To help preservice teachers make connections, a scaffolded progression was created using research on lesson planning, case methods and pedagogies of practice. This progression suggests providing preservice teachers with opportunities for the gradual application of professional knowledge to iterative cycles of lesson plan analysis and lesson planning. A tool for the implementation of this approach, the Lesson Analysis and Plan template, was designed through a research-practice partnership in a teacher preparation programme. Advice to future implementers of the template is discussed based on field experience.

Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review

Digital video annotation tools, which allow users to add synchronized comments to video content, have gained significant attention in teacher education in recent years. However, there is no overview of the research on the use of annotations, their implementation in teacher training and their effect on the development of professional competencies as a result of using video annotations as a supporting tool for video-based learning. In order to fill this gap, this paper reports on the results of a systematic literature review which was carried out to determine 1) how video annotations were implemented in studies in educational settings, 2) which professional competencies were investigated to be further developed with the aid of video annotations in these studies, and 3) which learning outcomes were reported in the selected studies. A total of 18 eligible studies, published between 2014 and 2022, were identified via database search and cross-referencing. A qualitative content analysis of these studies showed that video annotations were generally used to perform one or more of three functions, these being feedback, communication, and documentation, while they also enabled a deeper content knowledge of teaching, reflective skills, and professional vision, and facilitated social integration and recognition. The convincing evidence of the positive effect of using video annotation as a supporting tool in video teacher training prove them to be a powerful tool supporting the development of professional vision and other teaching skills. The use of video annotation tools in educational settings points towards further research as well.