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Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking
Authors
Kai S. Cortina
Lena Keller
Kevin F. Miller
Katharina Müller
Publication date
1 January 2022
Publisher
Dordrecht [u.a.] : Springer Science + Business Media B.V.
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Abstract
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed. © 2021, The Author(s)
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Institutionelles Repositorium der Leibniz Universität Hannover
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Last time updated on 01/11/2022