Professional vision and the politics of teacher learning

Adam Lefstein, Julia Snell

Research output: Contribution to journalArticlepeer-review

59 Scopus citations


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.

Original languageEnglish
Pages (from-to)505-514
Number of pages10
JournalTeaching and Teacher Education
Issue number3
StatePublished - 1 Apr 2011


  • Continuing professional development
  • Professional vision
  • Teacher professionalism
  • Video

ASJC Scopus subject areas

  • Education


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