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.
- Continuing professional development
- Professional vision
- Teacher professionalism
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