Teachers' Professional Vision in Teaching Physics--A Validation Study

Autor/inn/en	Wöhlke, Carina; Höttecke, Dietmar
Titel	Teachers' Professional Vision in Teaching Physics--A Validation Study
Quelle	In: International Journal of Science Education, 44 (2022) 15, S.2306-2329 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2120372
Schlagwörter	Science Teachers; Science Instruction; Physics; Pedagogical Content Knowledge; Observation; Technology Uses in Education; Video Technology; Construct Validity; Measures (Individuals); Preservice Teachers; Faculty Development + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Pädagogische Kompetenz; Beobachtung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Messdaten
Abstract	For the promotion of students' learning in science, teachers must attend to critical classroom situations in which students express their ideas about scientific concepts and methods. The notion of professional vision is used to describe the skill of noticing situations that are relevant for learning and understanding. The present study contributes to solving the problem of whether professional vision with a physics-specific focus can be validly measured through the application of an instrument based on scripted instructional videos and a partially closed questionnaire. In three sub-studies, video vignettes, and items were developed, resulting in an instrument consisting of 19 items (EAP reliability was 0.698) through which physics-specific professional vision could be measured. Further analysis supported the construct validity of the instrument. It has been shown that physics-specific professional vision differed significantly according to the subject studied by pre-service teachers (i.e. physics and geography), indicating a physics specificity of the construct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01