Teachers need to notice and interpret student behavior as part of their everyday classroom work. Current teacher education programs often do not explicitly focus on helping pre-service teachers learn to analyze and interpret student behavior and understand how it may influence teachers’ teaching behaviors, which in turn may affect students’ thinking and achievements. Using a quasi-experimental design, the current study examined a systematic reflective approach promoting dual learning from both teacher and student perspectives in authentic videotaped classrooms. More specifically, the study examined how this dual reflective “professional vision” framework influenced pre-service teachers’ actual ability to explicitly teach meta-strategic knowledge (MSK) to students. Results indicated that pre-service teachers whose video-analysis reflected on both teachers’ and students’ behaviors demonstrated greater improvement in their MSK-teaching, and their students showed better MSK achievements, compared to pre-service teachers whose video-analysis reflected only on teachers’ behaviors. The current study suggests the need to integrate systematic dual reflective professional vision approaches – that analyze not only teachers’ but also students’ behaviors – into teacher preparation programs as a means for developing pre-service teachers’ capacity to promote students’ MSK.

老师需要注意并解释学生的行为，并将其作为日常课堂工作的一部分。当前的教师教育计划通常没有明确地侧重于帮助职前教师学习分析和解释学生的行为，以及了解其如何影响教师的教学行为，进而影响学生的思维和成就。本研究使用准实验设计，研究了一种系统的反思方法，在真实的录像教室中，从老师和学生的角度促进双重学习。更具体地说，该研究考察了这种双重反思的“专业视野”框架如何影响职前教师向学生明确教授元战略知识（MSK）的实际能力。结果表明，与视频分析仅反映在教师和学生行为上的职前教师相比，他们的视频分析反映了教师和学生的行为，他们的MSK教学表现出更大的改善，学生的MSK成绩更高。教师的行为。当前的研究表明，有必要将系统的双重反思性专业视野方法（不仅分析教师的行为，而且分析学生的行为）整合到教师准备计划中，以此来发展职前教师促进学生MSK的能力。