Teacher Visioning: A Systematic Review of the Literature

Authors

Margaret Vaughn, Washington State UniversityFollow
Amanda Wall, Georgia Southern UniversityFollow
Roya Qualls Scales, Western Carolina University
Seth A. Parsons, George Mason University
Vera Sotirovska, University of Idaho

Document Type

Article

Publication Date

9-21-2021

Publication Title

Teaching and Teacher Education

DOI

https://doi.org/10.1016/j.tate.2021.103502

ISSN

0742-051X

Abstract

In today's highly charged educational climate teacher visioning is recognized as an important navigational tool. Teacher visioning is the ongoing reflective process for teachers to identify what they want to accomplish as teachers. While there is consensus in the field of the importance of visioning there is not consensus on the language to describe the phenomenon. Diverse terminology leads to challenges in advancing understanding of this critical component of teacher development. Moreover, researchers have used various methodologies, across disciplines, and with different results. Therefore, our research team completed a comprehensive review of the literature of empirical research on teacher visioning. In this article, we describe how visioning is defined across the literature over the last 18 years, the methods used to study visioning, and the results of these studies.

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Recommended Citation

Vaughn, Margaret, Amanda Wall, Roya Qualls Scales, Seth A. Parsons, Vera Sotirovska. 2021. "Teacher Visioning: A Systematic Review of the Literature." Teaching and Teacher Education, 108: 1-11: Elsevier. doi: https://doi.org/10.1016/j.tate.2021.103502 source: https://www.sciencedirect.com/science/article/pii/S0742051X21002274?via%3Dihub
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/178