Details
| Original language | English |
|---|---|
| Pages (from-to) | 251-272 |
| Number of pages | 22 |
| Journal | Instructional Science |
| Volume | 50 |
| Issue number | 2 |
| Early online date | 9 Dec 2021 |
| Publication status | Published - Apr 2022 |
Abstract
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
Keywords
- Expertise, Mobile eye-tracking, Professional vision, Teacher training, Think-aloud
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: Instructional Science, Vol. 50, No. 2, 04.2022, p. 251-272.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Noticing and weighing alternatives in the reflection of regular classroom teaching
T2 - Evidence of expertise using mobile eye-tracking
AU - Keller, Lena
AU - Cortina, Kai S.
AU - Müller, Katharina
AU - Miller, Kevin F.
N1 - Funding Information: Open Access funding enabled and organized by Projekt DEAL. This work was supported by a stipend and travel grant from the International Max Planck Research School on the Life Course (LIFE, www.imprs-life.mpg.de ; participating institutions: Max Planck Institute for Human Development, Freie Universität Berlin, Humboldt-Universität zu Berlin, University of Michigan, University of Virginia, University of Zurich).
PY - 2022/4
Y1 - 2022/4
N2 - Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
AB - Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
KW - Expertise
KW - Mobile eye-tracking
KW - Professional vision
KW - Teacher training
KW - Think-aloud
UR - http://www.scopus.com/inward/record.url?scp=85120770942&partnerID=8YFLogxK
U2 - 10.1007/s11251-021-09570-5
DO - 10.1007/s11251-021-09570-5
M3 - Article
VL - 50
SP - 251
EP - 272
JO - Instructional Science
JF - Instructional Science
SN - 0020-4277
IS - 2
ER -