Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design

Gomoll, Andrea S.; Hmelo‐Silver, Cindy E.; Šabanović, Selma

doi:10.1080/07370008.2021.2010210

Cited by 12 publications

(1 citation statement)

References 28 publications

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“…. Researcher-teacher partnership to develop teachers' professional vision through the design of AIED solutions Gomoll et al (2022) have proposed that development of teachers' professional vision could be promoted through the collaboration with researchers. On one hand, the development of professional vision is a complex process, requiring teachers with multi-facted competences, on the other hand such a setting provides for the researchers to learn about how to better recognize, support, and teach ambitious pedagogy (van Es et al, 2017).…”

Section: Introduction and Theoretical Underpinningsmentioning

confidence: 99%

Integrating AI tools in teacher professional learning: a conceptual model and illustrative case

Tammets,

Ley

2023

Front. Artif. Intell.

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This conceptual paper aims to explore the complex nature of integrating AI technologies in teacher professional learning, highlighting the potential for AI to synergize teacher noticing and decision-making processes, support adaptive teaching, foster alignment with competence frameworks, and cultivate professional vision, thereby framing teacher practices within the framework of professional vision. We argue that rather than looking at the process of adopting AI solutions by teachers from a technology perspective or how teachers contribute to designing and developing such tools, we take the perspective of the teacher and ask how such tools are meaningfully integrated into teacher practices. In our conceptual paper, we illustrate the case of a novel approach to the teacher training model where the development of teacher' professional vision and professional learning is combined with the design of the AI solutions. We argue the importance of involving teachers into the design of AI solutions through professional learning models to support teachers to develop knowledge-based reasoning skills and at the same time to learn about pedagogical concepts and develop new mental models.

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Section: Introduction and Theoretical Underpinningsmentioning

confidence: 99%