Being able to notice events related to classroom management next to managing a classroom effectively is regarded a crucial and challenging skill of beginning and expert teachers. In a quasi-experimental between-subject design we explore, how a classroom management training together with cognitive prompting might help pre-service teachers' (PST) to activate classroom management knowledge and identify related events while teaching. PSTs (N=24) took part in a standardized classroom simulation, after one group received prompting and one group received no prompting. To assess differences in PSTs’ noticing, we differentiate between slight and salient classroom events while controlling for count, time and saliency over participating PSTs. For the assessment of noticing, we use trained observers coding of PSTs’ gaze videos, recorded with mobile eye tracking and PSTs’ retrospective commentaries. With that, the results allow new insights into perceptual processes during teaching and provide possibilities to investigate and possibly promote noticing skills in teacher education.
- Simulation-based learning, Classroom Management, Mobile Eye Tracking, Pre-service Teachers
