The professional vision of physical education teachers-Revisted

This article follows up on conceptual reflections about the professional vision published in this journal more than ten years ago. With selective attention, knowledge based reasoning, and - somewhat later - reflective decision making, the concept encompasses three central abilities that are seen as important prerequisites for teachers to teach in a situation-appropriate and pedagogically reflective manner. The concept, from a cognitive-psychological perspective, serves primarily as a theoretical framework for investigating and promoting individual abilities of teachers in the context of learning support. However, the professional vision on educational equity or discrimination processes is not sufficiently considered under this conceptual understanding. For this purpose, scientists call for using a socio-cultural perspective as an interpretative frame, that emphasizes the social as well as professional cultural embeddedness of the professional vision and the multidimensionality of the three abilities. These further developments will be briefly outlined in this paper and illustrated in a subject-specific manner using selected interview passages from available data. Referring to the further developments, the aim of this paper is to discuss consequences for the professionalization of physical education teachers' professional vision.