Preservice Teachers' Professional Vision in Tutoring: Video-Based Assessments of Pedagogical-Psychological Knowledge and Pedagogical Content Knowledge Strengths and Deficits

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Engineering and Informal Learning in Preservice Teacher Education

Abstract

Tutoring is an effective teaching method for student learning, with greater opportunity for student-centered instruction. However, for teachers to take most advantage of this context, they need knowledge and practice within teacher training to understand the key strategic components for this setting from the perspectives of both general pedagogical-psychological knowledge (PPK) and subject-specific pedagogical content knowledge (PCK). In this study we hope to bring new knowledge to the field of teacher education through the investigation of the strengths and deficits of teacher-students’ professional observation (i.e. professional vision) skills through their noticing and reasoning about relevant PPK and PCK tutoring actions within video-based examples of practice. Results are pending completion of data collection. We expect teacher students to exhibit limited knowledge.

Authors

• Meg Farrell, Technical University of Munich

• Monika Martin, University of Freiburg

• Alexander Renkl, University of Freiburg

• Werner Riess, Pädagogische Hochschule Freiburg

• Andreas Hetmanek, Ludwig-Maximilians-Universität München

• Tina Seidel, Technical University of Munich