Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions

Abstract

Background

It has been posited that teachers' professional vision reflects their pedagogical competence and expertise; however, the empirical evidence supporting these claims remains inadequate to construct comprehensive research-based knowledge of teachers' professional vision as a background mechanism underpinning their classroom interactions. To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.

Aims

This study explored the extent to which teachers’ knowledge-based reasoning – a component of their professional vision – is linked to the quality of observed classroom interactions during lessons.

Sample

Finnish grade 2 teachers’ lessons (N = 50) were investigated.

Methods

Employing a mixed-method approach, classroom lessons were explored from two perspectives: (1) from the teacher's own perspective, using the gaze-cued retrospective think-aloud method; and (2) from an objective perspective, using video-recorded classroom observation and evaluated using the Classroom Assessment Scoring System (CLASS K-3; Pianta et al., 2008).

Results

Diverse aspects of teachers' knowledge-based reasoning were found to predict the dimensions of emotional support and classroom organisation observed in classroom lessons. Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.

Conclusions

The knowledge-based reasoning behind teachers' classroom actions is reflected – in particular – in the quality of the emotional support they provide and the classroom organisation they demonstrate. However, supporting teachers’ professional vision and advancing their instructionally supportive classroom interactions warrant careful attention.