paper Knowing what matters: Short introductory texts support pre-service teachers' professional vision of tutoring interactions

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 interven-tion 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.(c) 2023 Elsevier Ltd. All rights reserved.

Automated summary

This study examined the application of professional-vision skills in classroom situations. Through a 90-minute intervention with 85 biology pre-service teachers, it was found that the combination of knowledge acquisition and application improved students' ability to apply professional-vision skills. The intervention involved an introductory text followed by classroom video examples, and students who read about specific tutoring strategies made more references to pedagogical concepts in their analyses compared to those who read about generic video observational guidelines.