The concept of Professional Vision (PV) captures the ability to notice, interpret, and act upon relevant events in educational settings (Gegenfurtner et al., 2020; 2023; Seidel & Stürmer, 2014). The PV (Goodwin, 1994) was adapted for educational research (van Es & Sherin, 2021), highlighting the role of evidence-based practices and the value of analytical reflection (Grub et al., 2020; König et al., 2022). Building on this foundation, teacher PV (TPV) has developed into a multifaceted construct beyond mere observation. The initial distinction between noticing and PV highlights the shift from perception to professional expertise. Gentile and Tacconi's (Gentile, 2019) four-phase TPV model has since been refined into a three-phase framework—noticing, interpreting, and deciding—emphasizing the dynamic and situational nature of the construct. Research using eye-tracking technologies has demonstrated that experienced teachers exhibit more efficient visual scanning patterns, focusing on relevant stimuli while filtering out distractions (e.g., Kosel et al., 2024). Studies by Gegenfurtner et al. (2023) propose a cognitive theory of visual expertise emphasizing how experts develop advanced capacities in long-term working memory, allowing for rapid and holistic processing of visual information. Tools like Visual Learning Analytics (VLA) facilitate the analysis of how teachers interact with video-based resources, enhancing teacher self-efficacy and dialogic practices addressing the cognitive overload often associated with video-based learning (Chen, 2020). Learning analytics combined with reflective tools help to deepen teachers' understanding of classroom interactions. Our research program is structured around three lines of inquiry. 1. Literature review. We explore the evolution of PV, situating it within broader frameworks of cognitive load theory, multimodal analytics, and a cognitive theory of visual expertise. These perspectives highlight PV as a dynamic process influenced by technological, emotional, and contextual factors. 2. Qual-Quant study. We analyze 45 teachers verbatim based on video observation to investigate what teachers notice, how they interpret classroom events, and their decision-making process to improve teaching strategies. 3. Design a video-based digital solution. We designed a prototype called VIBEE (Video-Based Educational Experience) that is aligned with advances in video-based professional development. The platform should enhance professional learning development through data-driven methodologies, reducing the gap between formal pedagogical knowledge and practice. By synthesizing theoretical, empirical, and technological perspectives, this research positions PV as a critical competence for navigating the complexities of 21st-century classrooms. Future work will examine the effects of these methodologies and explore their potential for scalability and application across diverse educational contexts.

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