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

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.