Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

By Tina Seidel, Kathleen Stürmer. 2014

452 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7925ca59d220a19a59c65b9daa34952d6ba2f11b

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Citations in the corpus

What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities (2016, methodology): “2001) as well as from recent research on professional vision (van Es and Sherin 2002; Seidel and Stürmer 2014).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “cludes description, explanation and prediction (Seidel and Stürmer 2014).”
Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze (2020, methodology): “Therefore, further studies (Huber et al. 2015; Jurik et al. 2013; Seidel and Stürmer 2014) analyzed student engagement based on the student profiles identified by Seidel (2006).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Up to now, several studies have been able to establish video-based stimulated recall techniques for the reliable and valid measuring of a teacher’s action-oriented professional competency (e.g., Lindmeier 2011; Seidel and Stürmer 2014).”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “Among others, the ideas of teacher decision making (Burns, 1984; Schoenfeld, 2008), professional vision (Seidel & Stürmer, 2014; Sherin & van Es, 2009; cp. also König et al., 2014), usable knowledge (Kersting et al., 2012), or teacher competences (Kunter et al., 2013; Lindmeier, 2011; Oser,…”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “However, current innovative approaches in videocued testing are exemplified in the teaching of mathematics (e.g., Kersting, 2008) or in general teaching (e.g., König & Kramer, 2016; Seidel & Stürmer, 2014).”