Visual tft 4.6.1
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As such, the study contributes to the growing body of evidence on classroom professional vision and teacher expertise. The present study examines how the latter component of professional vision-knowledge-based reasoning-differs between pre-service teachers, in-service teachers, and school principals who were tasked to view classroom situations of varying complexity and presentation time. The study findings contribute to the growing body of evidence on classroom professional vision, teacher noticing, and visual teacher expertise, and provide initial evidence on expert teachers' frequent metacognitive self-monitoring.Ĭlassroom professional vision is the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information ( Van Es and Sherin, 2008 Sherin et al., 2011 Seidel and Stürmer, 2014 Gegenfurtner, 2020). In-service teachers and school principals verbalized significantly more self-monitoring and more predictions of teacher actions than pre-service teachers. Across time and complexity, school principals verbalized less frequently what they noticed. Explanations with pedagogical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing a small group. Explanations with mathematical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing the teacher only. Analysis of verbal reports suggested that in-service teachers and school principals used significantly more episodic knowledge, content knowledge, and pedagogical content knowledge in their reasoning than pre-service teachers did. school principals) was a between-group factor, presentation time (1 vs.
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Teacher expertise (pre-service teachers vs. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning processes after viewing classroom photographs with varying presentation time and interactional complexity. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. 6Department of Educational Science, University of Regensburg, Regensburg, GermanyĬlassroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information.5Institute of Education, Vytautas Magnus University, Kaunas, Lithuania.4Department of Teacher Education, University of Turku, Turku, Finland.
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