You are here:

Professional vision and the politics of teacher learning
ARTICLE

,

TATE Volume 27, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Lefstein, A. & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education: An International Journal of Research and Studies, 27(3), 505-514. Elsevier Ltd. Retrieved April 2, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.10.004

Keywords

Also Read