Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning
Abstract
The article focuses on future English language teachers' professional vision. Specifically, we explore what important subject-specific moments they notice in a lesson, i.e. noticing or selected attention; and how they reason about these moments, i.e. knowledge-based reasoning.
We focus on important moments related to the subject of teaching English / English language teaching methodology at the end of their master studies. Students were asked to write an unstructured reflection based on an observation of videoed English language lesson.
The reflections were analysed in comparison to expert analysis of the lesson. Students approximately commented two important moments (experts six) and most of their comment were of descriptive and evaluative nature.
They did not show any deep ability to connect the seen to some underlying theory, nor to provide some theory-based alterations or predictions.