From Observation to Pedagogical Action

Abstract

This article analyzes professional vision (PV) in high-performing teachers based on a critical review of scientific literature, with a special focus on studies conducted in Latin America, particularly in Chile. PV is understood as the teacher’s ability to observe, interpret, and adequately respond to classroom situations, mobilizing disciplinary, pedagogical, and contextual knowledge. Its main dimensions —selective attention, professional reasoning, knowledge integration, and self-regulation— are described and linked to key concepts such as pedagogical content knowledge (PCK), situated professional learning, the use of technologies like eye-tracking, and the formative triad. Based on this foundation, guidelines are proposed to strengthen this competence in initial and ongoing teacher education processes.