The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning

Abstract

This study explores longitudinal change in professional vision of instructional support during initial teacher education and its association with beliefs about teaching and learning. Growth modeling with multilevel approaches applied to data from N = 130 pre-service teachers at four measurement points throughout their bachelor's degree revealed a linear development in professional vision. However, the pre-service teachers observed differed systematically in their starting levels and developed heterogeneously. Our results show that inter-individual differences in constructivist and transmissive beliefs are associated with inter-individual differences in professional vision. Nevertheless, only intra-individual changes in transmissive beliefs are associated with intra-individual changes in professional vision.