Teacher Visioning: A Systematic Review of the Literature
Teaching and Teacher Education
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.
Vaughn, Margaret, Amanda Wall, Roya Qualls Scales, Seth A. Parsons, Vera Sotirovska.
"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