e-Pedagogium 2017, 17(3):111-123 | DOI: 10.5507/epd.2017.041

Professional Vision of Pre-service Teachers in Art Education

Magdalena Novotná
Mgr. Magdalena Novotná, Phd., Katedra výtvarné výchovy, Pedagogická fakulta Univerzity Karlovy, M. D. Rettigové 4, 110 00 Praha 1, 110 00, E-mail: magdalena.novotna@pedf.cuni.cz

The empirical study investigates the structure of noticing as part of the professional vision of pre-service teachers in the art education. The aim is to investigate students' noticing of general and domain-specific phenomena and the way they think about them and also to compare the structure of students' noticing in different study programs. The study that uses the Sherin and van Es (2009) method analyses nonstructured reflections of pre-service teachers at the primary and secondary study levels. Written reflections are based on video-recorded art education lessons. The content analysis documents significant differences in the categories of description and evaluation in the frame of knowledge-based reasoning.

Keywords: Professional vision, ability to notice, knowledge based reasoning, art education, pre-service education, reflective practice, video

Published: September 1, 2017  Show citation

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Novotná, M. (2017). Professional Vision of Pre-service Teachers in Art Education. e-Pedagogium, 17(3), 111-123. doi: 10.5507/epd.2017.041
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