Teacher Professional Vision: Empirical Perspectives

This two-part edited volume explores new theoretical models, emerging methods and empirical findings. Volume II provides insights into research on teacher professional vision across different domains, including equity, classroom management and subject teaching across school levels (from elementary school to higher education).

Autorentext

Rebekka Stahnke is a postdoctoral researcher at the IPN - Leibniz Institute for Science and Mathematics Education in Berlin, Germany. Her research interests include teacher professional vision, classroom management, and teacher professional development.

Andreas Gegenfurtner is Professor for Methods in Learning Research at the University of Augsburg. His research focuses on teacher noticing, student diversity, digital learning, and the confluence of expertise, training, and development in the professions.