Abstract
The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation and structuring of content) are important dimensions of instructional quality. While classroom management is considered as a mainly noncontent-specific aspect of instructional quality, learning support in science classrooms is content-specific. The aim of the current study was to investigate whether professional vision is a general ability of teachers, or a two-dimensional ability which depends on the specific focus of instructional quality considered. In a sample of both 241 German student teachers from different universities and in-service teachers from primary science classes, two video-based instruments were used for assessing professional vision of classroom management and professional vision of learning support. A structural equation model revealed a two-dimensional structure with a high correlation between professional vision of classroom management and of learning support.
Similar content being viewed by others
References
Abrahams, I. & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30, 1945–1969.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, England: Harvard University Press.
Arlin, M. (1979). Teacher transitions can disrupt classroom time flow. American Educational Research Journal, 16, 42–56.
Baumert, J. & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers (Results from the COACTIV project, pp. 25–48). New York, NY: Springer.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.
Blomberg, G., Stürmer, K. & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27, 1131–1140.
Blömeke, S., Suhl, U. & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.
Borko, H., Jacobs, J., Eiteljorg, E. & Pittman, M. E. (2008). Video as a tool for fostering productive discourse in mathematics professional development. Teaching and Teacher Education, 24, 417–436.
Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498.
Borko, H., Livingston, C. & Shavelson, R. J. (1990). Teachers’ thinking about instruction. Remedial and Special Education, 11(6), 40–49.
Brophy, J. (2000). Teaching. Educational practices series (Vol. 1). Brussels, Belgium: International Academy of Education & International Bureau of Education.
Brunner, M., Nagy, G. & Wilhelm, O. (2012). A tutorial on hierarchically structured constructs. Journal of Personality, 80, 796–846.
Byrne, B. M., Shavelson, R. J. & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456-466.
Carter, K., Cushing, K., Sabers, D., Stein, P. & Berliner, D. C. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25–31.
Charles, C. M. (2013). Building classroom discipline (11th ed.). Boston, NJ: Pearson.
Cheung, G. W. & Rensvold, R. B. (1999). Testing factorial invariance across groups: A reconceptualization and proposed new method. Journal of Management, 25(1), 1–27.
De Pry, R. L. & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255–264.
Doyle, W. (1977). Paradigms for research on teacher effectiveness. In L. S. Shulman (Ed.), Review of research in education (pp. 163–198). Itasca, IL: Peacook.
Doyle, W. (2006). Ecological management and classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues (pp. 97–126). Mahwah, NJ: Erlbaum.
Driver, R., Asoko, H., Leach, J., Mortimer, E. F. & Scott, P. H. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.
Emmer, E. T. & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112.
Evertson, C. M. & Emmer, E. T. (1982). Effective management at the beginning of the year in junior high classes. Journal of Educational Psychology, 74, 485–498.
Evertson, C. M. & Emmer, E. T. (2012). Classroom management for elementary teachers (9th ed.). New York: Addison Wesley.
Fauth, B., Decristan, J., Rieser, S., Klieme, E. & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9.
Furtak, E. M., Seidel, T., Iverson, H. & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.
Gold, B., Förster, S. & Holodynski, M. (2013). Evaluation eines videobasierten Trainingsseminars zur Förderung der professionellen Wahrnehmung von Klassenführung im Grundschulunterricht.[Evaluation of a videobased training to foster the professional awareness of classroom management in elementary education]. Zeitschrift für Pädagogische Psychologie, 27, 141-155.
Gold, B. & Holodynski, M. (2014). Measuring the Professional Vision of Classroom Management – Test Validation and Methodological Challenges. Manuscript submitted for publication.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.
Hardy, I., Jonen, A., Möller, K. & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students’ understanding of “floating and sinking”. Journal of Educational Psychology, 98(2), 307–326.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Jacobs, V. R., Lamb, L. L. C. & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.
Jennrich, R. I. & Bentler, P. M. (2012). Exploratory bi-factor analysis: The oblique case. Psychometrika, 77(3), 442–454.
Kane, M. T. (1992). The assessment of professional competence. Evaluation and the Health Professions, 15(2), 163–182.
Kersting, N. B., Givvin, K. B., Sotelo, F. L. & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1–2), 172–181.
Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R. & Stigler, J. W. (2012). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568–589.
Kishton, J. M. & Widaman, K. F. (1994). Unidimensional versus domain representative parceling of questionnaire items: An empirical example. Educational and Psychological Measurement, 54, 757–765.
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A. & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76–88.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart, & Winston.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T. & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805–820.
Leinhardt, G. & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95.
Little, T. D., Cunningham, W. A., Shahar, G. & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173.
Marsh, H. W., Lüdtke, O., Nagengast, B., Morin, A. J. & von Davier, M. (2013). Why item parcels are (almost) never appropriate: Two wrongs do not make a right—Camouflaging misspecification with item parcels in CFA models. Psychological Methods, 18, 257–284.
Meschede, N., Steffensky, M., Wolters, M. & Möller, K. (2014). Professionelle Wahrnehmung der Lernunterstützung im naturwissenschaftlichen Grundschulunterricht – Theoretische Beschreibung und empirische Erfassung. [Professional vision on science lessons in primary school – conceptualization and measurement]. Manuscript submitted for publication.
Muthén, L. K. & Muthén, B. O. (1998–2010). Mplus user’s guide (6th ed.) Los Angeles, CA: Muthén & Muthén.
Ophardt, D. & Thiel, F. (2008). Klassenmanagement als Basisdimension der Unterrichtsqualität [Class management as a base dimension of teaching quality]. In M. K. W. Schweer (Ed.), Lehrer-Schüler-Interaktion: Inhaltsfelder, Forschungsperspektiven und methodische Zugänge (pp. 259–284). Wiesbaden, Germany: Verlag für Sozialwissenschaften.
Palmeri, T. J., Wong, A. C.-N. & Gauthier, I. (2004). Computational approaches to the development of perceptual expertise. Trends in Cognitive Sciences, 8(8), 378–386.
Reiser, B. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K. & Wickler, N. I. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48(2), 117–148.
Sabers, D. S., Cushing, K. S. & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63–88.
Santagata, R., Zannoni, C. & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140.
Satorra, A. & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514.
Schneider, M., Vamvakoussi, X. & van Dooren, W. (2012). Conceptual change. In N. M. Seel (Ed.), Encyclopedia of the sciences (pp. 735–738). New York, NY: Springer.
Seidel, T. & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499.
Seidel, T. & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51, 739–771.
Sherin, M. G., Jacobs, V. R. & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing (Seeing through teachers’ eyes, pp. 3–13). New York, NY: Routledge.
Sherin, B. & Star, J. R. (2011). Reflections on the study of teachers noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing. Seeing through teachers’ eyes (pp. 66–78). New York, NY: Routledge.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.
Stoel, R. D., Garre, F. G., Dolan, C. & van den Wittenboer, G. (2006). On the likelihood ratio test in structural equation modeling when parameters are subject to boundary constraints. Psychological Methods, 11, 439–455.
Stürmer, K., Könings, K. D. & Seidel, T. (2012). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83(3), 467–483.
Stürmer, K., Seidel, T. & Schäfer, S. (2013). Changes in professional vision in the context of practice. Gruppendynamik und Organisationsberatung, 44(3), 339–355.
van Es, E. A. & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–96.
Vosniadou, S., Ionnides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4–5), 381–419.
Voss, T., Kunter, M. & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103, 952–969.
Windschitl, M., Thompson, J., Braaten, M. & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96, 878–903.
Acknowledgments
This research was supported by grants from the German Federal Ministry of Education and Research (BMBF, 01JH0916).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Steffensky, M., Gold, B., Holdynski, M. et al. Professional Vision of Classroom Management and Learning Support in Science Classrooms—Does Professional Vision Differ Across General and Content-Specific Classroom Interactions?. Int J of Sci and Math Educ 13, 351–368 (2015). https://doi.org/10.1007/s10763-014-9607-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-014-9607-0