Heli Muhonen , Eija Pakarinen , Marja-Kristiina Lerkkanen
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To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>Finnish grade 2 teachers’ lessons (<em>N</em> = 50) were investigated.</div></div><div><h3>Methods</h3><div>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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102220"},"PeriodicalIF":4.9000,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Is teachers' professional vision visible in the classroom? 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Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.</div></div><div><h3>Conclusions</h3><div>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. 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引用次数: 0
摘要
教师的专业视野反映了教师的教学能力和专业知识;然而,支持这些主张的经验证据仍然不足以构建全面的基于研究的教师专业愿景知识,作为支撑其课堂互动的背景机制。为了开发支持学生学习的高质量课堂互动,我们需要深入了解教师在课堂互动实践背后的专业视野。目的本研究探讨了教师基于知识的推理——他们专业视野的一个组成部分——在多大程度上与课堂上观察到的课堂互动质量有关。抽样调查芬兰二年级教师的课程(N = 50)。方法采用混合方法,从两个角度对课堂教学进行探讨:(1)从教师自身角度出发,采用注视提示回溯式有声思考法;(2)从客观的角度出发,使用视频录制的课堂观察和使用课堂评估评分系统(CLASS K-3; Pianta et al., 2008)进行评估。结果发现教师知识推理的多个方面可以预测课堂教学中观察到的情感支持和课堂组织的维度。教师基于知识的推理与教学支持的维度之间的关联不足。教师课堂行为背后的基于知识的推理,尤其反映在他们提供的情感支持的质量和他们展示的课堂组织上。然而,支持教师的专业视野和促进他们的教学支持性课堂互动需要仔细关注。
Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions
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.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.