Professional Vision and the Politics of Teacher Learning

Autor/inn/en	Lefstein, Adam; Snell, Julia
Titel	Professional Vision and the Politics of Teacher Learning
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 3, S.505-514 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.10.004
Schlagwörter	Foreign Countries; Anthropological Linguistics; Educational Research; Educational Theories; Elementary School Teachers; Politics of Education; Inservice Teacher Education; Teacher Attitudes; Educational Environment; Protocol Materials; Video Technology; Interpersonal Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational policy; Bildungspolitik; Lehrerfortbildung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsprotokoll; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of "professional vision" in linguistic anthropology and trace the concept's evolution in teacher education research, demonstrating how its political dimension has been overlooked. We explore the implications of re-asserting the politics of professional vision through examination of a video-based teacher development programme conducted in an English primary school. We describe this research, investigate the contestation of teacher and researcher professional visions, and discuss implications for professional development practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10