Professional vision in field experiences.

Professional vision in field experiences. Analyses of video-based peer feedback on literature lessons

Abstract

In teacher research, teachers’ professional vision (PV) is becoming increasingly important as a link between dispositions and teaching behaviour. Initial analyses of literature teaching suggest that the PV of (prospective) teachers differs in terms of attention focus and depth of processing. Building on this, the article analyses the PV of student teachers (N = 38) studying German (L1) with regard to these categories using qualitative content analysis and ratings in a mixed-methods-design. The study design differs from previous vignette-based settings in that the PV was recorded via peer feedback as part of a university course accompanying their six-month field experiences. The students gave feedback to each other in small groups on excerpts from self-videotaped lessons on a digital learning platform. The results support previous studies to the extent that the students' focus of attention is only to a certain extent on the subject-specific teaching features and that the depth of processing – particularly in the area of generating teaching alternatives – can be improved.