The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Abstract
Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of professional vision have been described by qualitative research: describe, explain, and predict classroom situations. We refer to these aspects in order to model professional vision. We developed a video-based instrument to empirically test the model. The results show that our measure to assess aspects of professional vision differentiates between description, explanation, and prediction. The study provides insight into the structure of professional vision, allowing us to conceptualize it theoretically and discuss the targeted use for teaching and formative assessment of preservice teachers.
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Citations
Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Hill, H. C., Rowan, B., & Ball, D. L. (2005) · American Educational Research Journal · doi:10.3102/00028312042002371 · Cited by 2,812
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100 · cited 1×
“In line with Shulman’s ideas, some approaches have focused on providing empirical evidence for the proposed structure of teacher knowledge (Baumert et al., 2010; Hill, Rowan, & Ball, 2005; Voss et al., 2011).”
BackgroundHambleton, R. K., & Swaminathan, H. (1985) · doi:10.1007/978-94-017-1988-9 · Cited by 1,777
Back to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · cited 1×
“This approach is based on the assumption that experts are characterized by having acquired well-structured and integrated knowledge that they use while accomplishing a professional task such as reasoning about an observed video clip (Ericsson, Krampe, & Tesch-Romer, 1993; Kalyuga, 2007).”
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Cited by
Schnitzler, K., Holzberger, D., & Seidel, T. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00500-6 · Cited by 213
Self-citationWeber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.08.008 · Cited by 165
Theelen, H., Willems, M. C., van den Beemt, A., Conijn, R., & den Brok, P. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12760 · Cited by 59
Kaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016) · Psychology Learning & Teaching · doi:10.1177/1475725716638010 · Cited by 43
Keppens, K., Consuegra, E., De Maeyer, S., & Vanderlinde, R. (2021) · Journal of Curriculum Studies · doi:10.1080/00220272.2021.1881167 · Cited by 41
Hußner, I., Lazarides, R., Symes, W., Richter, E., & Westphal, A. (2023) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-023-01190-8 · Cited by 21
Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00471-8 · Cited by 12
Self-citationHartmuth, D., Amin, R. M., Schlichting, D., Schött, S., Haudenschild, J., Küchenhoff, H., & Neuhaus, B. J. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2470563 · Cited by 7
Metadata
- Authors
- Seidel, T., & Stürmer, K.
- Venue
- American Educational Research Journal
- Published
- 2014-08
- Volume
- 51
- Issue
- 4
- Pages
- 739-771
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2055795362
- Cited by
- 514
- References
- 8
- FWCI
- 116.17
- Type
- journal article
- Language
- en
- Open access
- closed
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