Teacher Professional Vision: Linguistic Update

In response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construc...

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Bibliographic Details
Published in:Educational research (Orem, Utah) Utah), 2021, Vol.32 (2), p.62
Main Authors: Case, Rod E, Williams, Gwendolyn, Abernathy, Tammy, Cobin, Peter
Format: Article
Language:English
Subjects:
Attitude Change
Change Agents
Data Analysis
Essays
Expectation
Practicums
Preservice Teacher Education
Preservice Teachers
Readiness
Research Methodology
Self Concept
Self Evaluation (Individuals)
Student Teacher Attitudes
Teacher Educators
Undergraduate Students
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Summary:In response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construct has been a reliable indicator of the relevance and effectiveness of teacher education programs (Sturmer, Köning, & Seidel, 2014), it has also received criticism for its lack of ecological validity because of its reliance on scripted video recordings. The purpose of this study is to introduce a research method appropriate for use among teacher educators which complements and situates the concept of TPV among PSTs within their own practice. In lieu of scripted classroom videos, entrance and exit essays were collected in 2016 and 2018 from 46 preservice teachers. Data analysis included a measurement of changes in TPV and a linguistic analysis of the responses. Findings revealed significant changes in the way that PSTs constructed the relationship between their teacher education program and practicum. There was a significant increase from entrance in the program to exit in the occurrence of responses in which preservice teachers positioned themselves as thinkers who are always assessing their confidence in the relationship between teacher education coursework and practicum with PSTs who relied on additive relationship to describe the relationship. Also, at entrance into the program, preservice teachers held high levels of confidence in their abilities to readily function as agents of change. This dropped significantly as responses became complicated by the regulations and realities of classroom instruction. [The page range on the .pdf (p62-78) is incorrect. The correct page range is p62-79.]
ISSN:2637-8965
2637-8965