Understanding professional vision in inquiry science teaching

Research output: Contribution to journalConference articlepeer-review


To understand inquiry science teaching, we must understand how practicing and prospective teachers see the activity of teaching. This study examines how practicing and prospective teachers highlight and code classroom activity in an effort to understand the nature of professional pedagogical vision (Goodwin, 1994). Results indicate that differences exist in terms of: actor focus, questions, grain-size and enactment.

Original languageEnglish (US)
Pages (from-to)98-99
Number of pages2
JournalComputer-Supported Collaborative Learning Conference, CSCL
Issue numberPART 3
StatePublished - 2008
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education


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