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Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication

Simpson, A.; Vondrová, N.

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Authors

N. Vondrová



Abstract

Much research on teachers’ professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine whether there was a discernible difference between viewing pre-service teachers’ own videos or general videos and if there were differences between disciplines. However, in marked contrast to existing literature, the video intervention led to no important discernible differences between video conditions and few differences between discipline conditions. We discuss possible reasons for this and demonstrate a positive role of divergent replications such as this in understanding the role of video interventions in the development of professional vision.

Citation

Simpson, A., & Vondrová, N. (2019). Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication. Journal of Education for Teaching, 45(5), 567-584. https://doi.org/10.1080/02607476.2019.1674563

Journal Article Type Article
Acceptance Date Nov 21, 2018
Online Publication Date Oct 4, 2019
Publication Date 2019
Deposit Date Dec 7, 2018
Publicly Available Date Apr 4, 2021
Journal Journal of Education for Teaching
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 45
Issue 5
Pages 567-584
DOI https://doi.org/10.1080/02607476.2019.1674563
Publisher URL tps://doi.org/10.1080/02607476.2019.1674563

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