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Research
Understanding Pre-service Teachers’ Professional Vision for the Practice of Teaching
Investigators: Elizabeth van Es
This project investigates the nature and development of pre-service teachers’ professional vision. Professional vision refers to the ability to notice features of a practice that are valued by a particular social group (Goodwin, 1994). In her work, Dr. van Es, examines how prospective teachers learn to “notice” and make sense of the complex settings in which they will work, namely classrooms. Pre-service teacher candidates come into contact with many individuals, all of whom influence the development of their professional vision. For example, university course instructors, school site mentors, and university supervisors all have a role in apprenticing teachers into the practice of teaching. Dr. van Es seeks to understand how these individuals and the program design influence how teachers come to understand and reason about teaching.
This study asks two central research questions:
- What is that nature of pre-service candidates’ professional vision and how does it develop over time?
- How does the pre-service program in which the candidates are situated support or constrain them from developing a professional vision for reform pedagogy?
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