Teacher professional vision. Theoretical and methodological advances: volume 1.

Sonst. Personen	Gegenfurtner, Andreas (Hrsg.); Stahnke, Rebekka (Hrsg.)
Titel	Teacher professional vision. Theoretical and methodological advances: volume 1.
Quelle	London: Routledge (2025), xvii, 190 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	New Perspectives on Learning and Instruction
Sprache	englisch
Dokumenttyp	online; Monografie
ISBN	978-1-003-37090-1; 978-1-040-27182-7
Schlagwörter	Bildungsforschung; Lehrer; Lehrerbildung; Lehrerfortbildung; Lehrerverhalten; Internationaler Vergleich; Professionalität
Abstract	This two-part edited volume explores theoretical models, emerging methods and empirical findings, highlighting areas to explore in future research, the design of teacher education and professional development. Volume I examines international research on the theoretical models and methods used to study teacher professional vision. -- Contents: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- List of contributors -- Preface -- Acknowledgments -- Part I: Introduction -- Chapter 1: Advancing research on teacher professional vision and teacher noticing -- References -- Chapter 2: Research on teacher professional vision: Mapping the landscape of theoretical, methodological, and empirical contributions -- Introduction -- Theoretical perspectives on teacher professional vision -- The sociocultural perspective -- The perspective of ecological psychology -- The discipline-specific perspective -- The cognitive perspective -- Methodological approaches in research on teacher professional vision -- Selected empirical contributions in research on teacher professional vision -- Outlook and promising directions of further research -- Notes -- References -- Part II: Theoretical Frameworks -- Chapter 3: Professional vision and teacher noticing: Looking back and looking forward -- How it started -- How it's going -- Where it could go: Revisiting foundations and envisioning futures -- Positioning teacher noticing as an ideological and political phenomenon -- Foregrounding the social in teacher noticing -- Conclusion -- References -- Chapter 4: A cognitive perspective on teachers' professional vision: How teachers' professional knowledge shapes a professional vision -- A cognitive perspective on teachers' professional vision -- Development of teachers' professional vision in their (early) professional careers -- Conclusion -- References -- Chapter 5: Intelligence, knowledge, skills, behavior: Refining the Blömeke, Gustafsson, and Shavelson model of competence-as-a-continuum -- Introduction -- Facets of the Blömeke, Gustafsson, and Shavelson model -- Teacher knowledge -- Teachers' cognitive skills -- Teaching behavior.
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2025/2