Abstract
Teacher professional vision is comprised of three skills: perception of relevant classroom events that influence student learning, interpretation of how incidents connect to pedagogical theory, and the decision-making that the teacher will undertake to anticipate student response to learning or proposing alternatives to observed activities to maximize student learning (Gippert et al., 2022). Previous research demonstrates that teacher professional vision positively influences student learning because they are more able to analyze their student’s needs and provide appropriate levels of support (Kersting et al., 2009).
While videos have been an integral part of training preservice teachers to attend to various aspects of classroom instruction of English learners (Estapa et al., 2016), such research has not explored the analysis of what preservice teachers gain from analyzing both public videos of others’ teaching and self-produced videos of their own teaching for their own professional growth.
This study compared the teacher professional vision of preservice teachers regarding English learners as they responded to a video of an elementary classroom with multilingual learners, and then critiqued a video of themselves teaching in a practicum placement classroom. The data was analyzed through thematic analysis (Braun & Clarke, 2022).
Findings from this study indicated that preservice teachers moved from offering surface level descriptions of their observations to theoretically justified decisions as to how instructional practices would affect student performance. The presentation will offer practical suggestions for developing teacher professional vision of preservice teachers as they learn to teach multilingual students.
Author Information
Gwendolyn Williams, Auburn University, United States
Comments
Powered by WP LinkPress