Teacher Professional Vision

Theoretical and Methodological Advances

Andreas Gegenfurtner, Rebekka Stahnke

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English

Routledge
16 December 2024

Philosophy & theory of education; Educational psychology; Teacher training

Series: New Perspectives on Learning and Instruction

Research has shown that although teachers’ knowledge about the subject or pedagogy is important, a teacher’s professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.

Firmly grounded in the long-standing field of teacher professional vision research, this two-volume edited book explores new theoretical models, emerging methods, and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.

Volume I of this book, Teacher Professional Vision: Theoretical and Methodological Advances, examines cutting-edge international research on the theoretical models and methods used to study the crucial subject of teacher professional vision.

Written by a diverse team of leading experts in the field, this volume and its companion volume cover theoretical and methodological advances in teacher professional vision. This is an essential resource for researchers and professionals in the field of teacher education and professional development.

Edited by: Andreas Gegenfurtner, Rebekka Stahnke
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 453g
ISBN: 9781032441849
ISBN 10: 1032441844
Series: New Perspectives on Learning and Instruction
Pages: 190
Publication Date: 16 December 2024
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Forthcoming

Andreas Gegenfurtner is Professor of Methods in Learning Research at the University of Augsburg. His research focuses on teacher noticing, student diversity, digital learning, and the confluence of expertise, training, and development in the professions. Rebekka Stahnke is a postdoctoral researcher at the IPN – Leibniz Institute for Science and Mathematics Education in Berlin, Germany. Her research interests include teacher professional vision, classroom management, and teacher professional development.