View article

Background. Teachers’ professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university‐based teacher education programmes, to date, there has been little empirical research on teacher candidates’ development of professional vision.

Aims. This study aims to improve understanding of how different university‐based courses in teaching and learning impact the development of professional vision.

Sample. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and …