Eye-tracking research on teachers’ professional vision: A scoping review

Jelto Witt*, Jörg Schorer, Florian Loffing, Ingo Roden

*Korrespondierende*r Autor*in für diese Arbeit

Publikation: Beitrag in FachzeitschriftZeitschriftenaufsätzeForschungBegutachtung

Abstract

This scoping review examines N = 16 peer-reviewed quantitative and mixed-method eye-tracking studies on pre- and in-service teachers' noticing and reasoning in classroom contexts published 2014 to 2022. Eye-tracking results suggest in-service teachers’ noticing is characterised by more frequent, shorter fixations on relevant areas-of-interest in watching video-stimuli or during teaching, whereas pre-service teachers show less frequent, more dispersed, irrelevant fixations potentially leading to a lack of reasoning. Results, however, are inconclusive between all reviewed studies. The findings indicate the benefits of quantitative attention measures for future professional vision research especially in mixed-method designs, which are still only rarely applied.
OriginalspracheEnglisch
Aufsatznummer104568
ZeitschriftTeaching and Teacher Education
Jahrgang144
ISSN0742-051X
DOIs
PublikationsstatusVeröffentlicht - 03.04.2024

Fingerprint

Untersuchen Sie die Forschungsthemen von „Eye-tracking research on teachers’ professional vision: A scoping review“. Zusammen bilden sie einen einzigartigen Fingerprint.

Zitation