Details
| Original language | English |
|---|---|
| Pages (from-to) | 75-92 |
| Number of pages | 18 |
| Journal | Zeitschrift für Erziehungswissenschaft (ZfE) (online) |
| Volume | 20 |
| Publication status | Published - 2017 |
Abstract
Professional vision research lacks behind regarding the investigation of attention processes in teaching action. In this study, eye movements of preservice teachers were assessed by mobile eye-tracking technology (MET). Eye movements of N = 7 preservice teachers while teaching in standardized instructional situations (M-Teach) and while teaching in classroom were recorded and analyzed with regard to fixation frequency and fixation duration. According to assumptions of expertise research, the results show that preservice teachers strongly differ in their focus of attention. Furthermore, they show that preservice teachers distribute their attention only over a few pupils while teaching. The findings provide important implications with regard to the question how to support attentional processes even at an early stage of professional development, for example by observing own MET videos.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Zeitschrift für Erziehungswissenschaft (ZfE) (online), Vol. 20, 2017, p. 75-92.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - What is in the eye of preservice teachers while instructing? An eye-tracking study about attention processes in different teaching situations
AU - Stürmer, Kathleen
AU - Seidel, Tina
AU - Müller, Katharina
AU - Häusler, Janina
AU - S. Cortina, Kai
N1 - Publisher Copyright: © 2017, Springer Fachmedien Wiesbaden.
PY - 2017
Y1 - 2017
N2 - Professional vision research lacks behind regarding the investigation of attention processes in teaching action. In this study, eye movements of preservice teachers were assessed by mobile eye-tracking technology (MET). Eye movements of N = 7 preservice teachers while teaching in standardized instructional situations (M-Teach) and while teaching in classroom were recorded and analyzed with regard to fixation frequency and fixation duration. According to assumptions of expertise research, the results show that preservice teachers strongly differ in their focus of attention. Furthermore, they show that preservice teachers distribute their attention only over a few pupils while teaching. The findings provide important implications with regard to the question how to support attentional processes even at an early stage of professional development, for example by observing own MET videos.
AB - Professional vision research lacks behind regarding the investigation of attention processes in teaching action. In this study, eye movements of preservice teachers were assessed by mobile eye-tracking technology (MET). Eye movements of N = 7 preservice teachers while teaching in standardized instructional situations (M-Teach) and while teaching in classroom were recorded and analyzed with regard to fixation frequency and fixation duration. According to assumptions of expertise research, the results show that preservice teachers strongly differ in their focus of attention. Furthermore, they show that preservice teachers distribute their attention only over a few pupils while teaching. The findings provide important implications with regard to the question how to support attentional processes even at an early stage of professional development, for example by observing own MET videos.
KW - Eye-tracking
KW - Professional Vision
KW - Teacher Attention
KW - Teacher Education
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=85013838337&partnerID=8YFLogxK
U2 - 10.1007/s11618-017-0731-9
DO - 10.1007/s11618-017-0731-9
M3 - Article
VL - 20
SP - 75
EP - 92
JO - Zeitschrift für Erziehungswissenschaft (ZfE) (online)
JF - Zeitschrift für Erziehungswissenschaft (ZfE) (online)
SN - 1434-663X
ER -