Teachers need to continuously monitor students’ engagement in classrooms, but novice teachers have difficulties paying attention to individual behavioral cues in all learners. To investigate these interaction processes in more detail, we re-analyzed eye-tracking data from preservice teachers teaching simulated learners who engaged in different behaviors (Stürmer, Seidel, Müller, Häusler, & Cortina, 2017). With a new methodological approach, we synchronized the data with a continuous annotation of observable student behavior and conducted time series analysis on 3646 s of video material. Results indicate that novice teachers’ attention is attracted most often when learners show (inter)active learning-related behavior
