Technische Universität München Fostering Professional Vision in Pre-Service Teacher Education Tina Seidel Friedl Schöller Endowed Professor of Education TUM School of Education Technische Universität München, Germany Keynote presentation at the Special Interest Group (SIG) ‘Teaching and Teacher Education’ meeting in Bergen 14 th June 2012
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Fostering Professional Vision in Pre-Service Teacher Education · 2012-06-27 · Fostering Professional Vision in Pre-Service Teacher Education Tina Seidel Friedl Schöller Endowed
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Technische Universität München
Fostering Professional Vision in Pre-Service Teacher Education
Tina Seidel Friedl Schöller Endowed Professor of Education
TUM School of Education Technische Universität München, Germany
Keynote presentation at the Special Interest Group (SIG) ‘Teaching
and Teacher Education’ meeting in Bergen 14th June 2012
Technische Universität München
2
Technische Universität München
Overview
• Professional vision and teacher competencies
• Current methodological approaches
• Development of professional vision in PST education
• Student capacities and professional vision
• Learning environments in PST education and their effect on professional vision
Technische Universität München
Overview
• Professional vision and teacher competencies
• Current methodological approaches
• Development of professional vision in PST education
• Student capacities and professional vision
• Learning environments in PST education and their effect on professional vision
Technische Universität München
Processes and effects of teacher learning Kunter et al., 2011
Professional vision as indicator for ability to apply competencies to
professional situations
Technische Universität München
Model of teacher competencies Baumert & Kunter, 2011
Beliefs Values Goals
Motivational orientation
Self-regulation
Professional knowledge
Aspects of professional competencies
Content Knowledge
Pedagogical-psychological
knowledge
Counceling knowledge
Pedagogical content
knowledge
Organizational knowledge
Competence areas
Knowledge about
student content thinking
Knowledge about tasks
Knowledge about
teaching and
learning processes
Knowledge about
effective classroom manage-
ment
Deep under-
standing of subject content
Explanatory knowledge
Knowledge about
assessment and
evaluation
Competence facets
Technische Universität München
Professional vision Describes how individuals observe and interpret events and situations specific to their profession (Goodwin, 1994)
Two processes (van Es & Sherin, 2012)
Noticing
Reasoning
...ability to direct attention to situations that are relevant for teaching and learning
...ability to use knowledge about teaching and learning in order to reason about noticed situations
Technische Universität München
Professional vision: noticing • paying attention to the complexity of classroom settings
• necessity to select relevant teaching and learning situations
• Basis: Teaching effectiveness research
• Teaching components shown as relevant for student learning (Seidel & Shavelson, 2007)
– Goal setting and orientation
– Execution of learning activities
– Evaluation of learning progress
– Teacher guidance and support
– Learning climate
Effects on student learning - Cognitive - Motivational-affective
Noticing: ability to direct
attention to situations that represent
instances of effective teaching and learning
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• the ability of teachers to process and interpret classroom situations based on their professional knowledge (Borko, 2004; Sherin, 2007; van Es & Sherin, 2007)
• provides insights into the quality of teachers’ mental representations and transfer to the classroom context
• distinguishes three qualitatively different dimensions (Berliner, 1991; Borko & Livingston, 1989; Evertson & Green, 1986; Sherin & van Es, 2009)
Professional vision: reasoning
Describing Explaining Predicting
identify and differentiate between observed events without making any further
judgments
link observed events to conceptual knowledge
about teaching
predict consequences of observed events based on knowledge about effects of
teaching on student learning
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Integrated knowledge
Professional vision: structure
Describing
Explaining Predicting
Reasoning Noticing Ø Structure of
professional vision based on qualitative descriptions
Ø Learning about
the structure required for modeling teacher learning processes
Diff
icul
ty le
vel
Technische Universität München
Professional vision in pre-service teacher (PST) education • Sensitive learning context:
– initial acquisition of professional knowledge – quality of knowledge acquisition decisive for continuing learning
• Fostering pre-service teacher‘s professional vision – helps to avoid inert knowledge (Blomberg et al., 2011)
– equips teachers with knowledge and skills to reflect teaching as an element of life-long learning (Santagata & Guarino, 2011)
– Provides settings for ‚approximations of practice“ (Grossman et al., 2009) and ‚lessons as experiments‘ (Santagata & Yeh, 2012)
Studying pre-service teacher learning of particular importance to improve teaching
Technische Universität München
Overview
• Professional vision and teacher competencies
• Current methodological approaches
• Development of professional vision in PST education
• Student capacities and professional vision
• Learning environments in PST education and their effect on professional vision
Format: Rating items Referring to knowledge-based reasoning 4-point likert scale Expert judgment: 1= hit, 0 = miss Integration of video and rating items in online-tool Duration: ca. 90 min
Format: Rating items Referring to knowledge-based reasoning 4-point likert scale Expert judgment: 1= hit, 0 = miss Integration of video and rating items in online-tool Duration: ca. 90 min
Increasing difficulty for more complex sub-components
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Observer: stability of measurement
Ø High stability over time with differing intervals Ø No learning without further instruction or support Ø Observer as a measure to study PST development
• Are better able to use precise descriptions of observed events (Santagata & Guarino, 2011)
• Learn to use knowledge about teaching and learning to explain and predict classroom situations (Stürmer, Könings and Seidel, 2012)
Technische Universität München
Development of PST professional vision Study: Stürmer, Seidel & Schäfer, 2012 Sample: N=109 PST, Teacher Education Program, University of Jena, Germany Gender: female 65.5% Age: M=21.4; SD=1.42 Number of study terms: M=4.95; SD=0.21 Number of attended courses: educational sciences M = 7.01; SD = 2.90
teaching and learning: M = 2.55; SD = 1.12
Technische Universität München
Development of PST professional vision Study: Stürmer, Seidel & Schäfer, 2012 Design:
(1) goal clarity
(2) teacher support
(3) learning climate
winter term 2009/10
video-based courses on effective teaching and learning components
practical experiences in schools
Protocols of observed lessons Observer Observer
1. week 16. week
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Development of PST professional vision Study: Stürmer, Seidel & Schäfer, 2012 Results: differential effects for low and high entry level of PST
** * ** **
Technische Universität München
Development of PST professional vision Study: Stürmer, Seidel & Schäfer, 2012 Results: qualitative analysis of observation protocols
“[The teacher] welcomes students, [he] instructs students about using the burner, [and] asks students which failed the burner test to come in front of class (teacher activities); [the students] alert listening, students which failed the burner test come in front of class (student activities); [I think] the burner test wasn’t estimated, students which failed the burner test were already informed by the teacher (thoughts).”
“[The teacher] welcomes students, [he] repeats the content of the last
lesson and asks the students for their records; [the teacher] hands out worksheets with a gap-text [In
my opinion] that should serve for repeating and consolidating the
content of the last lesson (teacher activities); [the students]
listen, take the worksheet and start to fill out the text (student
activities);[I think] the aim of the activity is to secure the results of
the last lesson (thoughts).”
Technische Universität München
Overview
• Professional vision and teacher competencies
• Current methodological approaches
• Development of professional vision in PST education
• Student capacities and professional vision
• Learning environments in PST education and their effect on professional vision
Technische Universität München
• Studies indicate individual differences as well as differential developments
• Professional vision as knowledge-guided process influenced by (Stürmer, Könings & Seidel, 2011)
– Pre-knowledge in teaching and learning – Interest in teaching and learning – Self-concept of ability
• Socialization in teacher education programs – e.g. social sciences versus math/science (Blomberg, Stürmer & Seidel, 2011)
Student capacities and professional vision
Technische Universität München
Student capacities and professional vision Study: Stürmer, Könings, & Seidel 2012
Sample: - N=55 PST, Teacher Education Program, University of Jena - Gender: female 63.6%; Age: M=20.7; SD=2.10 - Number of study terms: M=2.31; SD=2.23 - Sample comparative to 443 PST enrolled in introductory lecture
Design: Data collection in lecture ‚principles of teaching and learning‘
Instruments: Independent variables: - Pre-Knowledge: Number of courses on teaching and learning - Interest: interest in educational studies, interest in teaching and learning - Self-concept of ability: teaching-related self-concept (career choice)
Development of PST professional vision Study: Stürmer, Seidel & Schäfer, 2012 Results: differential effects for low (lowest) and high (highest quartile) entry level students