Abstract
This study aims to investigate the nature of future English language teachers' professional vision. Special attention is paid to its structure: noticing and knowledge-based reasoning.
Knowledge-based reasoning is consequently elaborated in more detail, because it is an important component of professional vision which enables us to see and understand how student teachers reflect the moments they notice. Firstly, the concept of professional vision in the context of professions, in our case the teaching profession, is introduced.
Subsequent part of the study is devoted to the research itself, i.e. deductive content analysis of students' unstructured reflections written after observing a video of an English language lesson at a lower secondary school level. The findings of the study uncover what students during their teacher preparation notice and how they reason about it, e.g. if they connect the see with theory etc.