Teachers’ professional vision and teaching experience.

         We suggest that teachers’ knowledge-based reasoning should be seen not only as an ability that increases with experience but also as an ability that can be trained in early career stage.

           To begin with, teachers' professional vision has been conceptualised as their use of professional knowledge through two domains. That is, compared to novice teachers, expert teachers have been shown to have more contextualised and advanced classroom knowledge; expert teachers are more able to distribute their attention evenly across the classroom.

          No one can deny that teachers' professional vision describes teachers' ability to perceive and make sense of relevant classroom situations. In the same vein, teachers' ability to notice describes how they pay attention to situations in the classrooms that are meaningful for teaching and learning. Viewed in this way, teachers might verbalise that they chose to work with the students individually to be able observe their pronunciation more accurately. 

     Lastly, through prediction, teachers draw conclusions about what might happen in the future in the classroom. Therefore, based on their teaching experience, teachers may possess different abilities to process relevant teaching. More importantly, expert teachers are more capable of noticing situations selectively, and they interpret those situations more accurately and holistically. It has been suggested that novice teachers are more likely to experience cognitive overload in highly complex classroom situations. Heuristically, teaching experience and professional vision are seen as walking hand in hand.

Stemming from teachers’ professional vision and teaching experience, it may be concluded that teachers' ability to use knowledge-based reasoning may not necessarily increase with teaching experience. Experienced teachers' scant reasoning may be explained by their more automated performance and knowledge, which may prevent conscious selfmonitoring, Other explanations may rely on their teacher education occurring long ago, along with the increasing demands of teaching.