Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision

We investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based expertise indicator. Furthermore, we examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes. An online-based study with N = 85 prospective teachers using video vignettes reveals that PVs' accuracy and velocity depends on knowledge. The specific task instruction does not contribute to more effective PV. Results emphasize the relevance of knowledge transfer during university education for prospective teachers. •Effective professional vision depends on the prospective teacher's level of knowledge.•Greater knowledge leads to more accurate and faster detection of events (noticing).•Knowledge does not affect the depth of analysis of relevant events (reasoning).•Task instructional variation has no effect on prospective teachers' professional vision.•Further research with process-based methods is necessary.