Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision

Kathleen Stürmer, Karen D. Könings, Tina Seidel

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


Preservice teachers’ professional vision is an important indicator of their initial acquisition of integrated knowledge structures within university-based teacher education. To date, empirical research investigating which factors contribute to explaining preservice teachers’ professional vision is scarce. This study aims to determine which factors are related to preservice teachers’ incipient professional vision and may constitute necessary conditions for development processes. The participants were 55 preservice teachers who completed a questionnaire investigating their individual characteristics and opportunities used for learning and a video-based tool assessing their professional vision regarding generic pedagogical knowledge of teaching and learning. We conducted multiple regression analyses to identify relevant factors. The results showed that the number of attended courses on teaching and learning and the level of interest in the content are closely related to higher levels of professional vision. No relation was found with practical experience. It is concluded that professional vision is related to conditions of content-specific knowledge acquisition, as provided in formal teacher education programs.

Original languageEnglish
Pages (from-to)35-54
Number of pages20
JournalVocations and Learning
Issue number1
StatePublished - 8 Oct 2014


  • Formal and informal learning
  • Professional vision
  • Teacher education
  • Teacher expertise


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