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Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

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Abstract

Preservice teachers’ professional vision is an important indicator of their initial acquisition of integrated knowledge structures within university-based teacher education. To date, empirical research investigating which factors contribute to explaining preservice teachers’ professional vision is scarce. This study aims to determine which factors are related to preservice teachers’ incipient professional vision and may constitute necessary conditions for development processes. The participants were 55 preservice teachers who completed a questionnaire investigating their individual characteristics and opportunities used for learning and a video-based tool assessing their professional vision regarding generic pedagogical knowledge of teaching and learning. We conducted multiple regression analyses to identify relevant factors. The results showed that the number of attended courses on teaching and learning and the level of interest in the content are closely related to higher levels of professional vision. No relation was found with practical experience. It is concluded that professional vision is related to conditions of content-specific knowledge acquisition, as provided in formal teacher education programs.

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Author Note

The Observe project (SE 1397/2-2) is funded by the German Research Foundation as part of the priority research program, “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes.” We would like to thank the preservice teachers who participated in this study.

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  1. TUM School of Education, Technische Universität München, Schellingstr. 33, 80799, Munich, Germany

    Kathleen Stürmer & Tina Seidel

  2. School of Health Professions Education, Department of Educational Development & Research, Maastricht University, Maastricht, The Netherlands

    Karen D. Könings

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  1. Kathleen Stürmer
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Correspondence to Kathleen Stürmer.

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Stürmer, K., Könings, K.D. & Seidel, T. Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision. Vocations and Learning 8, 35–54 (2015). https://doi.org/10.1007/s12186-014-9122-z

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