Applying the Dual-Memory System Model to Understand Student Teachers’ Development of Professional Vision
(English)Manuscript (preprint) (Other academic)
This article aims to merge two existing models of professional development. The Dreyfus and Dreyfus five-stage model from novice to expert will be merged with the dual-memory system model. The stages from the Dreyfus model has been complemented and explained by the dual memory system model. The new model is then used to investigate student teachers’ professional vision. In doing so, the present study contributes with empirical findings to the model. The results suggest that professional vision is highly situational due to the forming of implicit memories from specific situations. This means that even a student teacher may expose behaviour which is typical for the competent performer. The role of the mentor is also discussed.
Dual-memory system model, Professional vision, implicit memory, Student teacher
IdentifiersURN: urn:nbn:se:liu:diva-67894OAI: oai:DiVA.org:liu-67894DiVA: diva2:414119