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.
Highlights
Understanding how expert and novice teachers differ in their noticing of classroom events and how they reason about alternatives using this novel technology could be instrumental for the design of teacher education and professional development
The main goal of this study was to further our understanding of the difference in expert and novice teachers’ noticing and weighing of alternative teaching strategies when reflecting on their own teaching using mobile eye-tracking (MET) video feedback
We found that expert and novice teachers did not differ significantly in the number of noticed classroom events (MDiff = −0.56, 95% CI [–14.18, 13.06], p = .933; Hypothesis 1) or in the number of teaching alternatives they mentioned (MDiff = −1.01, 95% CI [–5.05, 3.04], p = .617; Hypothesis 2) while watching their own MET video footage
Summary
Important aspects of a teacher’s expertise are knowing what to be sensitive for in the classroom and how to interpret information, as well as to make instructional decisions based on these interpretations swiftly (Borko et al, 2011; Gaudin & Chaliès, 2015; Jacobs et al, 2010; Kersting et al, 2012; van Es & Sherin, 2008) These instructional decisions include decisions about features of a lesson that should be maintained and features that should be changed in the future, that is, generating teaching alternatives (van Es & Sherin, 2002). The way teachers direct their attention affects their reasoning, which in turn influences further noticing processes (Bromme, 1992; Endsley, 1995; van Es & Sherin, 2002)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
