Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision

We investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based expertise indicator. Furthermore, we examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes. An online-based study with N = 85 prospective teachers using video vignettes reveals that PVs' accuracy and velocity depends on knowledge. The specific task instruction does not contribute to more effective PV. Results emphasize the relevance of knowledge transfer during university education for prospective teachers. (c) 2021 Elsevier Ltd. All rights reserved.

Automated summary

The study found that the accuracy and speed of professional vision in prospective teachers depend on their level of knowledge, and that specific task instructions do not have a positive impact on improving professional vision. This emphasizes the importance of knowledge transfer during university education for prospective teachers.