Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support
Bibliographic Data
| ID | 22047352 |
|---|---|
| Authors | Jasmin Lilian Bauersfeld (0000-0003-3667-8369, TU Dortmund University, corresponding author), Patricia Bourcevet (University of Erfurt), Heike Hahn (0000-0002-3838-5271, University of Erfurt), B Gold (0000-0001-6178-1785, TU Dortmund University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 749 |
| Publication date | 2025-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060749 |
| OpenAlex | W4411338555 |
| Language | EN |
| Citations received | 2 |
| References cited | 64 |
Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. However, most instruments focused on one teaching quality dimension (e.g., on classroom management or instructional support) and used several classroom videos for each focus. Therefore, the present study gives preliminary insights into the standardized assessment of PV of multiple foci of teaching quality (i.e., classroom management and instructional support) using a single classroom video from an elementary math lesson. Participants were 221 math master’s student teachers, 83 math bachelor’s student teachers, 40 math pre-service teachers in the induction program, 19 elementary math teachers, and 19 math students. The results of confirmatory factor analyses displayed a good fit for a two-dimensional structure with the following factors: PV of classroom management and PV of instructional support. Furthermore, our findings showed that master’s student teachers and pre-service teachers differed from bachelor’s student teachers and math students in PV of classroom management, but not when compared to experienced teachers. In conclusion, the findings mark an important first step in developing an instrument that captures classrooms’ complexity by simultaneously measuring PV of multiple foci of teaching quality using the identical classroom video
Mathematics education · Multimedia · Pedagogy · Professional development · Standardized test · Computer Science · Education and Learning Interventions · Education, Safety, and Science Studies · Healthcare Education and Workforce Issues · Psychology
Mathematics Teacher Noticing
Motivating Students to Learn
Scaffolding Complex Learning
The cognitive skill of teaching.
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
Generic dimensions of teaching quality
Videobased lesson analysis
Evidence-based Practices in Classroom Management
The nature of teachers' pedagogical content beliefs matters for students' achievement gains
Teaching Effectiveness Research in the Past Decade
Redefining teaching, re‐imagining teacher education
Using digital video to measure the professional vision of elementary classroom management
Teacher noticing
Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Beyond Dichotomies
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion
Student ratings of teaching quality in primary school
Professional competence of teachers
Opening up the black box
Professional Noticing of Children's Mathematical Thinking
The subject matters for the professional vision of classroom management
Development of professional vision and pedagogical content knowledge during initial teacher education
Developing the SRL-PV assessment scheme
Stichwort
Learning to observe
Testing for the Factorial Validity, Replication, and Invariance of a Measuring Instrument
Those Who Understand
Processing and using information about students
Professional vision of teaching as a focus-specific or focus-integrated skill – Conceptual considerations and video-based assessment
Teachers’ practical knowledge about classroom management in multicultural classrooms
Teacher learning from analysis of videotaped classroom situations
How pre-service teachers observe teaching on video
Measuring pre-service teachers' professional vision of inclusive classrooms
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Teachers' professional vision, pedagogical content knowledge and beliefs
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation
Unskilled and unaware of it
Conceptualization, Measurement, and Improvement of Classroom Processes
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Measuring Usable Knowledge
Cognition and Improvisation
Proposing a core set of instructional practices and tools for teachers of science
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
Bridging Practices
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |