Advancing research on teacher professional vision and teacher noticing

This edited volume is dedicated to the state of the art of research focusing on the professional vision of teachers in classroom and school contexts. Professional vision is a term that describes the attention-based noticing of visual information and the knowledge-based reasoning of what has been noticed. For several years, research on preservice and in-service teacher vision has blossomed and produced significant methodological and theoretical advancements on what teachers perceive, how they interpret their perceptions, and how they use visual information for their situation-specific decision-making in classroom situations. These studies emerged on the nexus of several formerly distinct strands of research, including teacher education, teacher competence, and teacher expertise. This first part of a two-volume compendium brings together leading scholars to reflect on recent theoretical and methodological developments in this prospering field of research. Following an introductory piece, the chapters are organized thematically as they relate to (a) theoretical advancements on how to conceptualize teacher noticing, professional vision, situation-specific skills, and visual expertise, and (b) methodological approaches that can be used to study the processes and practices of teacher professional vision in various contexts and task formats. Ultimately, the theoretical models and methodological approaches presented in the chapters are discussed by renowned experts in a concluding commentary that revisit the concept of professional vision.