Research has shown that although teachers’ knowledge about the subject or pedagogy is important, a teacher’s professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.

Firmly grounded in the long-standing field of teacher professional vision research, this two-part edited volume explores new theoretical models, emerging methods and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.

Volume I of this book, Teacher Professional Vision: Theoretical and Methodological Advances, examines cutting-edge international research on the theoretical models and methods used to study the crucial subject of teacher professional vision.

Written by a diverse team of leading experts in the field, this volume and its companion volume cover theoretical and methodological advances in teacher professional vision. This is an essential resource for researchers and professionals in the field of teacher education and professional development.