The Professional Vision of Classroom Management (PVCM) framework is used in the literature to examine the relationship between classroom management and professional vision. According to Blömeke, Gustafsson, and Shavelson (2015), PVCM is a situation-specific skill that links instructors' classroom management effectiveness to their understanding of the subject. It includes the capacity to recognize and analyze significant classroom interactions and disturbances, which is one of the essential components of successful teaching. Effective classroom management and productive teaching depend on the ability to observe and interpret teaching and learning conditions. These skills allow teachers to: (1) recognize critical signs in student behavior, classroom management, and instructional dynamics; and (2) quickly analyze and address the observed situation. Teachers' comprehension of classroom management (Gold & Holodynski, 2017) or general pedagogical knowledge (Konig et al., 2014) determine how they interpret significant occurrences in the classroom. Among the classroom management aspects, three facets proposed by Kounin (1977) have been studied in this study: managing momentum, monitoring, and rules & routines. With rules, students know how to behave in the classroom and which behaviours are not acceptable to the teacher. Also, routines are essential for effective time management as they create stability and make daily classroom activities more manageable and predictable. As for monitoring, the teacher deals with students’ misbehaviors passively (hand gesture or glance, etc.) or actively (questions or reprimand, etc.) (Prilop et al., 2021). Monitoring is equivalent to Kounin’s withitness and overlapping, meaning the instructor is aware of every pertinent and ongoing procedure in the classroom. It involves standing in the right place in the classroom, observing, engaging with the pupils, and rewarding good behaviours (De Pry & Sugai, 2002; Simonsen et al., 2008). Additionally, the instructor acts quickly to address inappropriate behavior before it intensifies. Managing momentum ensures smooth transitions between classroom activities and maintains a steady flow of learning and time, aligned with student comprehension and interest. Moving from one activity to another should not be too fast or too slow.

While numerous studies have addressed professional vision in mathematics and science education (Gold, B. et al., 2020; Gold, B. et al., 2021; Stahnke, R. et al., 2023; Weber, K. et al., 2018), limited research has examined its implementation in ELT. By investigating how pre-service English as a Foreign Language (EFL) teachers notice and reason important classroom events or teaching practices, this research provides new insights into the professional vision literature. The purpose of this research is to elucidate pre-service EFL teachers’ professional vision skills in terms of classroom management. The first phase of this research is to identify the noticing and knowledge-based reasoning skills of pre-service EFL teachers. The second stage involved training sessions, post-lesson interviews, and video clubs to develop and improve professional vision skills. The training and video clubs aimed to deepen participants' ability to notice relevant aspects of classroom management and to apply their pedagogical knowledge more effectively in classroom contexts. After this phase, pre-service EFL teachers' professional vision of classroom management skills will be evaluated to determine whether the process improved their noticing and knowledge-based reasoning. Based on these purposes, the research questions are addressed as follows:

1. Do Turkish pre-service EFL teachers notice classroom management techniques used in the classroom?
2. Do Turkish pre-service EFL teachers reason classroom management techniques used in the classroom?
3. Does professional competence training have an impact on pre-service EFL teachers’ noticing regarding classroom management?
4. Does professional competence training have an impact on pre-service EFL teachers’ reasoning regarding classroom management?

Action research was utilized to develop pre-service EFL teachers' PVCM. The participants of the study were seven pre-service EFL teachers at a state university in Türkiye. The study was conducted during the 2023-2024 spring term, which lasted 9 weeks. Pre-service EFL teachers’ professional vision skills were aimed to be developed through training, video clubs, and post-lesson interviews following their practicum teaching. Action research was planned first to narrow the focus to classroom management components and to design and implement a training programme to enhance pre-service EFL teachers' professional vision skills regarding classroom management. In this study, the seven pre-service EFL teachers and the researcher worked collaboratively, and a training programme was provided. The programme was supported by video-based club activities and post-lesson interviews to enhance the development of the teacher candidates' professional vision skills. Pre-service teachers were expected to reflect on what they learned in their classroom practices and in the video analyses conducted in the video club. The three training sessions focused on monitoring, managing momentum, and rules and routines; however, they were replanned to accommodate changes in pre-service teachers throughout the process. Data were collected through video analysis. In the data analysis process, data on noticing were analysed using content analysis. As for reasoning, How Teachers Notice Framework proposed by van Es and Sherin (2002) was used.

RQ1: The monitoring theme emerged as the most prominent across the analysed responses. Under this theme, the participants cared for the categories of moving around the classroom and students’ inappropriate behaviour in the classroom. The second theme was managing momentum. However, the participants identified teachers’ inadequacies in this regard in the video. On the other hand, some participants focused solely on the rules, while none described classroom routines. Furthermore, the results showed that participants were unable to identify the three focal points of classroom management in their discourse. Mostly, they noticed two components. RQ2: Participants demonstrated reasoning on multiple levels rather than confining them to one. The majority of responses clustered at Level 2, which may indicate a more surface-level analysis of observed classroom interactions. Most participants displayed limited engagement with the higher levels, RQ3: Participants mostly noticed the students’ inappropriate behaviours in the classroom in terms of the monitoring theme (f = 16). The other noticed category under the monitoring theme was teachers’ movement in the classroom (f=6). In the theme of momentum, participants perceived transitions between activities to be effective (f=4) and ineffective (f=4) with equal frequency. In the last theme, rules and routine, participants paid attention to both. However, rules (f=5) were more frequently identified than routines (f=1). RQ4: All participants showed varying degrees of enhancement in their reasoning skills, producing level 3 or level 4 explanations that had not been observed before the training. This led to the conclusion that participants were explaining a situation by referring to different ways of thinking after the process. Furthermore, prospective teachers also included their own internship experiences in their explanations, enriching their theoretical knowledge. Compared to the initial finding, the teacher candidates proposed more alternative pedagogical implications for the classroom events.

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