Abstract
The study investigates the professional vision of pre-service, elementary-school, art-education teachers and presents a video-intervention methodology based on a wider transdidactic approach. The author uses a concept of the professional vision well known in teaching mathematics and sciences and seeks to establish it in the domain of Art Education.
The study analyzes thirty four student written reflections based on watching a video-recording of an art education lesson using modified Stockero's categorical system. The study shows what subject-specific phenomena did the students notice in comparison with the experts.
It focused also on how they reflect them. The results demonstrated a low number of noticed phenomena with a low ability of the knowledge-based reasoning.
The findings were used to develop a video-intervention methodology on Faculty of Education of the Charles University, Prague with the aim of improving the professional vision of pre-service teachers. The text presents briefly the video-intervention methodology.