Professional vision and the politics of teacher learning |
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| Authors: | Adam Lefstein Julia Snell |
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| Institution: | a Department of Education, Ben-Gurion University of the Negev, Beer Sheva, Israel
b Department of Learning, Curriculum and Communication, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, United Kingdom |
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| 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. |
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| Keywords: | Professional vision Video Continuing professional development Teacher professionalism |
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