TY - JOUR
T1 - Professional vision and the politics of teacher learning
AU - Lefstein, Adam
AU - Snell, Julia
N1 - Funding Information:
The authors would like to thank the staff and pupils at Abbeyford Primary School for their generous support and openness. The paper has benefited from helpful comments from Jeff Barrett, Janet Coffey, Viv Ellis, Josh Glazer, Chris Husbands, David Reedy, three anonymous reviewers, and the editors of Teaching and Teacher Education. We also gratefully acknowledge support from the UK Economic and Social Research Council (Towards Dialogue: A Linguistic Ethnographic Study of Classroom Interaction and Change, RES-061-25-0363) and the Centre for Excellence in Work-Based Learning for Education Professionals (Promises and Perils of Video-based Teacher Professional Development).
PY - 2011/4/1
Y1 - 2011/4/1
N2 - 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.
AB - 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.
KW - Continuing professional development
KW - Professional vision
KW - Teacher professionalism
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=79451473078&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2010.10.004
DO - 10.1016/j.tate.2010.10.004
M3 - Article
AN - SCOPUS:79451473078
SN - 0742-051X
VL - 27
SP - 505
EP - 514
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 3
ER -
