In recent years, professional vision as an application-oriented aspect of professional teacher competence has become an established indicator for the description of theory-practice-integrated knowledge acquisition among students in university-based teacher education programs. With a view to studying the acquisition of competences among future teachers in Germany across all phases, there is still need for an investigation of the end of the second phase of teacher training. In this study we examine, within the context of the "BilWiss"-project (Educational Scientific Knowledge and the Acquisition of Professional Competences in Teacher Education), the professional vision of N=173 trainee teachers and investigate which factors might explain apparent differences. An enhanced version of the Observer Tool was used which allows surveying a broad knowledge basis among students and trainee teachers. Results show that skills regarding professional vision vary strongly among trainee teachers. Thus, teacher candidates with a strong interest in teaching and learning also show greater skills in professional vision, and a positive perception of the communication culture at the internship school furthermore enhances their abilities. On the other hand, no correlation can be shown between these skills and perceived support given by the instructors in the seminars or the possibility to share experiences with other seminar participants. The findings contribute to a critical discussion of the coordination between knowledge transfer in university courses and during internship. In addition, they reveal the potential inherent in identifying favorable and unfavorable development profiles among prospective teachers.
Author Keywords
Index Keywords
