Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers

Abstract This study explores the structure of teacher cognition by investigating the relation of teachers' professional vision with pedagogical content knowledge and beliefs in the domain of elementary science education. An investigation using a video-based assessment approach on professional vision revealed that all three constructs are substantially associated but still separable. Latent correlations did not differ across master students ( n  = 113) and in-service teachers ( n  = 110) though in-service teachers had greater professional vision, pedagogical content knowledge and less transmissive beliefs. This suggests a stable structure of teacher cognition. Moreover, results indicate that especially transmissive beliefs hinder observing classroom situations in a professional way.