Professionelle Wahrnehmung der Lernunterstützung im naturwissenschaftlichen Grundschulunterricht

Teachers´ ability to notice and reason about significant classroom situations is described as their professional vision. It is considered to be a central component of professional competence of teachers. The focus of the present study is professional vision of learning support in primary science lessons. Learning support is characterized by the structuring of learning situations and students´ cognitive activation. The present article describes the construction of a standardized test for assessing professional vision of learning support and investigates the validity of the test. Thus, the relationship between two subprocesses of professional vision as well as between the professional vision of structuring and cognitive activation are analyzed. A further goal is to investigate differences between undergraduate students´, Master´s level students´, and in-service teachers´ professional vision. The video-based instrument consists of short video clips and rating items. It was tested in a pilot study (N =235) and administered in a main study to a sample of 434 subjects for cross-validation. Data analyses with a nestedfactor model provide evidence of the validity of the instrument. Moreover, the expected differences between the three groups of expertise could be confirmed.