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Teacher noticing: An eye tracking-study to examine expertise differences in teachers' professional vision

Subject Area General and Domain-Specific Teaching and Learning
Term from 2013 to 2015
Project identifier Deutsche Forschungsgemeinschaft (DFG) - Project number 236929274
 
tTis study examines expertise effects in the professional vision of teachers. The aim is to investigate if and to what extent pre-service teachers, experienced teachers, and classroom evaluators differ in their allocation of attentional resources (noticing) and their interpretation of attended information (knowledge-based reasoning). The study addresses three research questions: (1) To what extent do expertise effects occur in the professional vision of pre-service teachers, experienced teachers, and classroom evaluators? Which role has the time of stimulus presentation and the complexity of the presented classroom interaction? (2) How do pre-service teachers, experienced teachers, and classroom evaluators differ in domain-general and domain-specific prerequisites of professional vision? (3) How do pre-service teachers, experienced teachers, and classroom evaluators differ in professional vision after controlling for domain-general and domain-specific prerequisites? Based on a sample of N = 75 participants, the study collects eye movement and verbal protocol data during completion of four different tasks that vary in the time of stimulus presentation and interaction complexity. Additionally, the study measures a range of domain-general and domain-specific prerequisites of professional vision. The findings can inform the development of theories on the visual expertise of teachers. Furthermore, the use of eye tracking in this study can offer a methodological contribution to current discussions on the measurement of teacher noticing as a component of professional vision.
DFG Programme Research Grants
 
 

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