Professional perception of physical education teachers Praxeological reflections on the visual dimension of teaching

With regard to the quality of physical education (PE), the visual perception of PE teachers is highly relevant. In action theory, professional vision is usually conceptualized as intentional performance of an individual: A teacher acts competently if he or she is able to notice teaching events selectively, to interpret what is perceived pedagogically and didactically, and finally to make well-founded decisions. Currently, praxeological concepts of action focus more on socially shared and practical knowledge that is constitutively involved in classroom interactions. In relation to the visual dimension of teachers' actions, this knowledge opens up spaces of perception that permanently and subtly frame an intentional visual event. Based on my own research, the article illustrates structural facets of a practical perspective in physical education and discusses impulses of praxeological perspectives for the discourse on professional vision.