Noticing and Weighing Alternatives in the Reflection of Regular Classroom Teaching: Evidence of Expertise Using Mobile Eye-Tracking

Autor/inn/en	Keller, Lena; Cortina, Kai S.; Müller, Katharina; Miller, Kevin F.
Titel	Noticing and Weighing Alternatives in the Reflection of Regular Classroom Teaching: Evidence of Expertise Using Mobile Eye-Tracking
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 2, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller, Lena) ORCID (Cortina, Kai S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09570-5
Schlagwörter	Teacher Education; Video Technology; Eye Movements; Beginning Teachers; Observation; Experienced Teachers; Teaching Methods; Reflective Teaching + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Augenbewegung; Junior teacher; Junglehrer; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01