Professional Vision and the Politics of Teacher Learning

This article was published in Teaching and Teacher Education, Vol 27 number 3,
Author(s): Adam Lefstein and Julia Snell, " Professional Vision and the Politics of Teacher Learning", Pages 505-514, Copyright Elsevier (April 2011).

The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning.
The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.

Theoretically, the authors revisit the origins of “professional vision” in linguistic anthropology and trace the concept’s evolution in teacher education research, demonstrating how its political dimension has been overlooked.
Furthermore, the authors explore the implications of re-asserting the politics of professional vision through examination of a video-based teacher development programme conducted in an English primary school.