Short pedagogical training in supporting university teachers’ professional vision: A comparison of prospective and current faculty teachers

Abstract This study investigates the effects of a short pedagogical training on university teachers’ professional vision and (mis)conceptions concerning teaching learning, utilizing mixed-methods approach. Participants’ written interpretations video-based teaching–learning situation were analyzed comparisons made between prospective current faculty teachers. Before course, participants missed almost half pedagogically relevant incidents in classroom. Generally, was successful supporting all participants’ development. The successfully provided with more in-depth reasoning skills as result course. Thus, improvements identified, but interestingly not their noticing capability. In addition, teachers had misconceptions learning both before after training. Finally, discusses implications for research how beliefs conceptions are related to vision.