Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?

Roose, Iris; Vantieghem, Wendelien; Damme, Kristof Van; Lambert, Peter; Vanderlinde, Ruben; Avermaet, Piet Van

doi:10.1016/j.ijer.2019.09.004

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Strengths and Limitations Of Reliability Estimates1

Comparative Judgement (Cj)1

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2021

2023

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Cited by 5 publications

(2 citation statements)

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“…More generally, we rarely find misfit statistics informative and advise not reporting them to avoid false confidence. However, our view is not universal and some scholars have found misfit statistics to be insightful in certain contexts (Roose et al 2019).…”

Section: Strengths and Limitations Of Reliability Estimatesmentioning

confidence: 76%

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Comparative judgement in education research

Jones¹,

Davies²

2022

Preprint

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Section: Strengths and Limitations Of Reliability Estimatesmentioning

confidence: 76%

“…CJ is also now used to address educational research questions (e.g. Bisson et al 2019;Roose et al 2019).…”

Section: Comparative Judgement (Cj)mentioning

confidence: 99%

Comparative judgement in education research

Jones¹,

Davies²

2022

Preprint

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Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices

Gheyssens

Consuegra

Engels

et al. 2021

Teaching and Teacher Education

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Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction

et al. 2022

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To ensure inclusion and equity in education, both teacher beliefs and practice are cited as influential. However, the connection between beliefs on student diversity and inclusive practice is often more complex than straightforward. Professional vision is theorised to be important in aligning beliefs with practice. Hence, this study investigates whether teachers' professional vision of differentiated instruction (DI) mediates between teachers' beliefs about teaching diverse learners and teachers' practice of DI, and is unique in investigating these constructs in concert with each other. Data are part of the Potential-project and were collected in a sample of secondary education teachers (N = 461) in Flemish schools (N = 23). Survey data measuring teachers' beliefs (i.e., growth mindset, professional beliefs about diversity and about differentiating the curriculum) and teachers' self-reported DI practice were combined with video-based comparative judgement data measuring teachers' professional vision of DI. Multilevel models show that both teachers with a more expert professional vision and less expert professional vision implement DI. For a more expert professional vision, beliefs 2 about teaching diverse learners explain the association. For a less expert professional vision, teachers' reflective and experimental practice explains the relationship. Results suggest that aspects of teachers' competence are related in more complex ways than linear theoretical frameworks propose. Implications for teacher training and professionalization are discussed.

show abstract

Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?

Cited by 5 publications

References 43 publications

Comparative judgement in education research

Comparative judgement in education research

Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices

Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction

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