A Study Of Professional Vision Of Full-time Students In The Master Of Education Program In The Context Of Classroom

Teacher professional vision is the higher requirement of teachers’ professional ability in the new educational era.It is the intelligent practical ability to help teachers to teach effectively.Different from other experts,teachers are faced with complex teaching situations that are always changing.In a multi-dimensional and unpredictable teaching situation,teachers as one of the main roles need to pay attention to the important events happening in the classroom,make appropriate teaching decisions according to students’ ideas and make ongoing assessments of the classroom.The aim of this research is to explore the level and development of pre-service teachers’ professional vision.The full-time students in subject mathematics in the Master of Education Program from D Normal University has been selected as the research participant,and the data collection has been carried out through think-aloud protocol and interviews.Research questions are as follows:1.What is the level of professional vision of students in the Master of Education Program before and after the second semester?(1)To what degree do they notice the components of teaching and learning in the classroom? To what degree do they pay attention on students?(2)What is the level of reasoning in the noticing content of Education Master?2.How does their professional vision develop within the second semester of master degree?3.What are the influencing factors of the development of their professional vision within the second semester?Based on the effective teaching and learning components of the classroom,this study develops an analytical framework suitable for the research participants.The writer encodes the content of the think-aloud protocol and interview materials with the software of NVivo12,and classifies the noticing content and the level of reasoning.At last,compare the initial results of the semester with results at the end of the semester.The following conclusions are finally obtained:1.The main focus of students in the Master of Education Program is for teachers.The three dimensions,which are the clarity of learning objectives and teaching process,the execution of learning activities,support and feedback,are more concerned by Education Master.As the level of reasoning,they tend to describe classroom events more often,and lack interpretation and prediction.2.After a semester of theoretical study and practice,they have improved the noticing on students,and the overall noticing has improved.Among those dimensions,the execution of learning activities,support and feedback and time management have improved significantly,but there is no obvious proportional change in noticing on each dimension.The prediction is evidently improved at the level of reasoning.3.Through the analysis of the interview results,there are five factors influencing the development of their professional vision: university courses and supervisors,middle school instructors,teaching practice in internship,peers,the age of students.University courses,middle school instructors and teaching experience have the greatest impact on the noticing in the classroom context.