Abstract
The book deals with professional vision development (noticing and knowledge-based reasoning) of future primary and secondary school teachers of Biology, Mathematics, English as a foreign language, Arts and Social studies. It describes the content of study courses based on video-interventions, including tasks.
The influence of video-interventions on course participants was investigated through a mixed-method research design in a series of studies. The outcomes show that a short-term intervention implemented in the realized study courses did not bring statistically significant changes in student teachers' professional vision.
It contrasts with student teachers' subjective perceptions of professional development gains reported in the questionnaires. These outcomes were complemented by case studies which uncovered individual differences in student teachers' learning depending not only on their initial knowledge and general attitude towards course tasks and activities but also on other factors supporting their learning (e.g. confrontation with other participants' views).
The book represents an inspiration for teacher educators thinking about the incorporation of video-intervention courses into study programmes as well as for researchers interested in professional vision and professional development.