#10670. Professional knowledge and task instruction specificity as influencing factors of prospective teachers professional vision

October 2026publication date
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Education;
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Abstract:
We investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based expertise indicator. Furthermore, we examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes.
Keywords:
Classroom management; Fostering; Professional knowledge; Professional vision; Prospective teachers; Task instruction

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