| Summary: | The instructional process is a vital component of teaching and learning. Its benefits are well known: it can provide clarity of information, comprehension of teacher expectations, autonomy, etc. In addition, it is has a great impact on student work and project completion. Nonetheless, the hidden dimension of the instructional process (instructor’s concerns, professional norms, intentions, instructional design, micro-decisions) remains elusive. It is within this context that we approach the prescriptive instructional process. Our study will explore a multi-facetted focus for both the instructional process and student work. We will stress a specific approach to the management of this multi-layered activity: the visual component of the teacher’s instructional process. Observation, as a reflective process, represents a learned comprehension of events to which the teacher is expected to react within and based upon the given context. Finally, we will contextualise the self-assessment process wherein teachers observe their own practice and proceed via reflective discourse within the classroom context in which the teacher is also an informed observer. We will thus outline the foundation of a shared and interesting "professional vision" within the context of instructor development.
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