Abstract
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description mainly focused on teacher information/elaboration and classroom management/behaviour. Teachers with moderate stress utilised self-reflection most frequently, whereas teachers with high stress utilised it the least. The results suggest that the level of teacher work-related stress may be reflected in their self-reflection.
Highlights
Teachers must cope with many challenges and demands in the classroom that may affect their well-being and work performance in diverse ways (Steinhardt et al, 2011)
The present study aimed to explore if and how the level of teacher work-related stress may be reflected in Grade 1 teachers' professional vision through retrospective think-aloud (RTA) interviews conducted while teachers watched their own eye-tracking video recordings
The analysis focused on knowledge-based reasoning, which could be examined in the RTA interviews through the teachers' reflections on their intentions and reasoning related to their focus of attention in the classroom
Summary
Teachers must cope with many challenges and demands in the classroom that may affect their well-being and work performance in diverse ways (Steinhardt et al, 2011). They must be attentive to all situations and factors in the classroom, which foster or constrain students' learning, to be able to react to and reflect on those situations and factors (Hammerness et al, 2002). Lerkkanen need to investigate if teachers' ability to apply knowledge-based reasoning may be linked with the level of their work-related stress, a factor that is typically present in teachers' everyday work. There is scant empirical evidence to support this link
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