Professional vision of teaching as a focus-specific or focus-integrated skill e Conceptual considerations and video-based assessment

被引：2

作者：

Dueckers, Christina ^{[1
]}

Hoerter, Philip ^{[1
]}

Junker, Robin ^{[1
]}

Holodynski, Manfred ^{[1
]}

机构：

[1] Univ Munster, Inst Psychol Educ, Munster, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 117卷

关键词：

Professional vision; Teacher competence; Classroom management; Instructional support; Video -based assessment; GENERAL PEDAGOGICAL KNOWLEDGE; CLASSROOM MANAGEMENT; TEACHERS; MATHEMATICS; COMPETENCE; EDUCATION; QUALITY;

D O I：

10.1016/j.tate.2022.103797

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In their professional vision (PV) of the classroom situation, teachers have to consider different foci such as classroom management (CM) and instructional support (IS) concurrently. However, in teacher education different foci of PV are taught almost always separately, raising the question whether PV is focusspecific or focus-integrated. Therefore, we developed a video-based assessment with an open response format for concurrently assessing student teachers' PV of CM and IS (n = 177). We calculated structural equation models to identify the relationship between latent facets of PV. The comparison of the models revealed that a focus-specific conceptualization of PV fits data best. (C) 2022 Elsevier Ltd. All rights reserved.

引用

页数：14