Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

Seidel, Tina; Stürmer, Kathleen

doi:10.3102/0002831214531321

Cited by 354 publications

(369 citation statements)

References 54 publications

(91 reference statements)

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“…Dabei bezog sie sich auf die Fähigkeit einer Lehrkraft, relevante Situationen im Unterrichtsverlauf zu erkennen und diese mit dem Wissen über effektives Lehren und Lernen begründen zu können (van Es & Sherin, 2002). Die PU lässt sich also in die Komponente des Noticing (selective attention) und des knowledge-based Reasoning unterteilen (Seidel & Sturmer, 2014;Sherin, 2007;van Es & Sherin, 2002). Sherin (2002).…”

Section: Definition Der Professionellen Unterrichtswahrnehmungunclassified

“…Abbildung 7, rechte Seite). Dafür ist theoretisches Wissen notwendig (Goodwin, 1994;Seidel & Sturmer, 2014;Sherin, 2007;van Es & Sherin, 2002 (Schäfer, 2014).…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

“…Als Messinstrument wird das "Observer-Tool" eingesetzt, welches von Seidel et al an der TU München entwickelt wurde (Jahn, 2014;Seidel & Sturmer, 2014;Stürmer & Seidel, 2017 …”

Section: Die Messinstrumenteunclassified

“…Zur Messung der PU wird das Observer -Tool (Seidel et al, 2010a;Seidel & Sturmer, 2014) eingesetzt. Dies ist ein online basiertes Messinstrument, welches sechs zwei-bis vierminütige Videoclips von authentischem Unterricht der Fächer Physik (zweimal), Mathematik (zweimal), Geschichte und Französisch der 8. oder 9.…”

Section: Das Observer-toolunclassified

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Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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ZusammenfassungDer Übergang vom der ersten Phase der Lehramtsausbildung ins Referendariat wird häufig mit dem Begriff "Praxisschock" verbunden. Viele Studierende und Referendare fühlen sich unzureichend auf den Unterricht in der Schule vorbereitet. Sie fordern deshalb eine stärkere Verzahnung von Theorie und Praxis, also eine Anwendung der erlernten Theorien in "echten" Praxisphasen auch schon in der ersten Phase der Lehramtsausbildung.Das Lehr-Lern-Labor Seminar der Universität Würzburg kann dazu beitragen, diese Verbindung von Theorie und Praxis herzustellen. Grundlegend sollen die Studierenden in diesem Seminar ihr fachliches, didaktisches und pädagogisches (Vor-) AbstractThe transition from the first phase of the teacher education at the university to the two-year teacher training at school is often associated with the term "reality shock". Many pre-service and in-service teachers feel inadequately prepared for teaching in schools. Therefore, there is an increasing call for a stronger connection of theory and practice. More precisely, pre-service teachers and educators demand an application of the theoretical knowledge in real practice situations already during education at the university.The Student-Lab seminar at the University of Würzburg can contribute to the connection of theory and practice. In this seminar, the participating pre-service teachers should use their content, didactical and pedagogical knowledge to create experimental stations for students on a given topic based on the Bavarian curriculum. Following, the pre-service teachers teach students on microteaching settings at the experimental stations. After every run, the preservice teachers will reflect their teaching peer to peer and with the instructors. According to an iterative practice, there is an ongoing change of practice, reflection and improvement of the stations and the teaching.The connection of theory and practice is strongly related to professional vision. Professional vision describes the ability of a teacher to notice relevant teaching situations and to provide proper reasoning based on theoretical background. It links theoretical knowledge to specific teaching situations and serves as a connection between dispositions and performance, which can be learned during reflection.Due to the iterative reflections of their own teaching and the teaching of fellow students, the Student-Lab seminar could be a promising learning environment for the development of preservice teachers' professional vision. Therefore, the fundamental research questions are as follows: Is it possible to foster the pre-service teachers' professional vision in the Student-Lab seminar? Furthermore, is there an additional effect due to newly integrated video analysis of their own and their fellows' teaching in the Student-Lab? There is also an interest in the influence of individual characteristics on the development of professional vision.Another interest concerns the relation between the pre-service teachers' content knowledge, didactical knowledge and their prof...

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Section: Definition Der Professionellen Unterrichtswahrnehmungunclassified

“…Abbildung 7, rechte Seite). Dafür ist theoretisches Wissen notwendig (Goodwin, 1994;Seidel & Sturmer, 2014;Sherin, 2007;van Es & Sherin, 2002 (Schäfer, 2014).…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

“…Als Messinstrument wird das "Observer-Tool" eingesetzt, welches von Seidel et al an der TU München entwickelt wurde (Jahn, 2014;Seidel & Sturmer, 2014;Stürmer & Seidel, 2017 …”

Section: Die Messinstrumenteunclassified

Section: Das Observer-toolunclassified

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Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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“…Noticing can be influenced by several factors, including mathematical knowledge for teaching (Kazemi et al 2011;Seidel and Stürmer 2014), beliefs (Erickson 2011;Goldsmith et al 2014;, prior experience (Erickson 2011), context Seidel and Stürmer 2014) and pedagogical commitment of the teacher (Erickson 2011). It is therefore important that noticing be regarded 'within the wider context of the teachers' growing knowledge (resources), goals, and orientations' (Schoenfeld 2011, p. 237).…”

Section: Reflection and Professional Noticingmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

Consuegra

Engels

2016

British Educational Res J

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There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental study, involving 30 teachers and a selection of 129 of their students, aimed at improving teacher feedback patterns, student behavioural responses and student perception of equity in the classroom environment. Fifteen teachers took part in a fivesession professional development programme in which they investigated their own teaching practice by means of collaborative appreciative inquiry. The pre-test and post-test data in the control group illustrate that girls who receive very high levels of positive feedback at the beginning of the year succeed in maintaining and even strengthening their position as favoured students while at the same time lowering their level of raising hands and increasing their level of calling out to the teacher. By contrast, the data in the intervention group show a drop of very high levels of positive feedback and we see the levels of misbehaviour in boys and girls rise. Students' sense of equity increases for all conditions to some extent. The paper considers two alternative explanations for the results: some students actively resist changes in teacher treatment and various confounding factors might have been omitted. Implications and suggestions for further research and the design of professional development programmes on gendered classroom interactions are discussed.

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Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

Cited by 354 publications

References 54 publications

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Invited Lectures from the 13th International Congress on Mathematical Education

Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

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