Teacher visioning: A systematic review of the literature

• Published in: Teaching and teacher education Vol. 108; p. 103502
• Main Authors: Vaughn, Margaret, Wall, Amanda, Scales, Roya Qualls, Parsons, Seth A., Sotirovska, Vera
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-12-2021
• Subjects: Teacher development; Teacher Visions; Visionary teachers; Visioning; Teacher development; Visioning; Visionary teachers; Teacher Visions
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2021.103502

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.
•Review of the literature on teacher visioning across disciplines spanning 2000 to 2018.•A model of teacher visioning is presented, grounded in findings of this research.•Research presented discusses findings in light of today's highly charged educational climate.