Knowing what matters: Short introductory texts support pre-service teachers' professional vision of tutoring interactions. (April 2023)

• Record Type: Journal Article
• Authors: Martin, Monika; Farrell, Meg; Seidel, Tina; Rieß, Werner; Könings, Karen D.; van Merriënboer, Jeroen J.G.; Renkl, Alexander
• Is Part Of: Teaching and teacher education. Volume 124(2023)
• Publication Date: 2023-04
• Subjects: Professional Vision -- Teacher education -- Video analysis -- Professional knowledge; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2023.104014
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Applying professional-vision skills to classroom situations depends on knowledge about what matters in these situations. In an experiment with 85 biology pre-service teachers, we investigated a 90-min intervention combining both acquisition and application of knowledge about tutoring. The intervention started with an introductory text, followed by classroom video examples. Students who read a text on concrete tutoring strategies made more references to pedagogical concepts in their analyses than students who read about generic video observational guidelines. We conclude that combining a short, focused theoretical introduction and video analysis is a promising method to broadly anchor professional-vision training within teacher education. Graphical abstract: Image 1 Highlights: Effects of an initial intervention session on pre-service teachers' professional vision. Pretraining improves the quality of subsequent observation of classroom videos. Pretraining raises situational interest in video analysis tasks.