Abstract
The empirical study investigates into the structure of noticing as a part of the professional vision of pre-service teachers in the art education. The aim is to investigate students' noticing of the general and domain-specific phenomena and the way how they think about and also to compare the structure of students'noticing in different study programs.
The study that uses the Sherin and van Es (2009) method analyses non-structured reflections of pre-service teachers at the primary and secondary study levels. The written reflections are based on video-recorded art education lessons.
The content analysis documents any statistical differences in obseved categories. It cannot confirm the assumption, that future secondary teachers concentrate more on art education domain and its didactics than future primary teachers.
The lack of reasoned comments is shown as well as low noticing of the lesson theme and content. The study has implications for teacher education courses.