Research has shown that although teachers- knowledge about the subject or pedagogy is important, a teacher-s professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.
Firmly grounded in the long-standing field of teacher professional vision research, this two-part edited volume explores new theoretical models, emerging methods and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.
Volume II of this book, Teacher Professional Vision: Empirical Perspectives provides insights into research on teacher professional vision across different domains, including aspects of equity, classroom management and subject teaching. Perspectives of different subject areas and school levels (from elementary school to higher education) are explored throughout.
Written by a diverse team of lea
