Developing professional vision of teachers in the setting of multicultural classrooms

This study explores the development of professional vision among teachers in Georgian multicultural classrooms. It aims to investigate how teachers perceive and interpret classroom dynamics in culturally diverse settings and how these perceptions contribute to the development of their pedagogical practices. Through a qualitative case study approach involving video observations and interviews, the study examines the reflective practices that contribute to the evolution of teachers’ noticing and reasoning abilities. Key findings suggest that professional discussions enhance teachers’ understanding of multicultural classroom dynamics, leading to more adaptive and inclusive instructional strategies. This research underscores the importance of ongoing professional development and reflective practices in fostering an inclusive and effective educational environment for all students.