Professional vision of teaching as focus-specific or focus-integrated skill – conceptual considerations and video-based assessment

Dückers, Christina; Hörter, Philip; Junker, Robin; Holodynski, Manfred

Abstract

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 focus-specific 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.