First steps into understanding teachers' visual perception of classroom events

Bogert, NJ Niek van den; Bruggen, JM Jan van; Kostons, Danny; Jochems, Wmg Wim

doi:10.1016/j.tate.2013.09.001

Cited by 143 publications

(130 citation statements)

References 26 publications

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“…Expert teachers attend to different facts and interpret information differently than novices (Rink et al 1994). Multiple studies have revealed that experts often integrate concerns of teaching and learning when analysing classroom events, while novices tend to consider surface-level concerns, such as teacher and student characteristics or behaviour and disciplinary issues (Tsui 2003). In their study investigating the strategies teachers use when viewing classroom videos, Colestock and Sherin (2009) determined that the majority of events noticed and commented upon by teachers concerned issues of pedagogy, classroom climate, and classroom management.…”

Section: Teacher Expertise: Knowledge and Visionmentioning

confidence: 99%

“…Eye tracking offers a useful methodology for investigating teachers' perceptual attention and professional vision; measures such as fixations can be used to identify where a teacher directs their attention and processes visual information. van den Bogert et al (2014) used eye tracking fixations to contrast experienced and pre-service teachers' perception and detection of classroom events. Not only did expertise groups differ in the number of detected (potential) events, they also differed in their interpretation and viewing strategies.…”

Section: Managing and Monitoring The Classroommentioning

confidence: 99%

“…Experts can maintain a broad awareness of classroom scenes and events, while novices can be easily overwhelmed by the complexity of incoming information (Sabers et al 1991;Tsui 2003). In terms of attention distribution, pre-service (novice) teachers have been shown to devote more than half of their viewingtime to only one student, whereas experienced (expert) teachers distribute attention more evenly across groups of students, engaging in continual monitoring of the classroom (van den Bogert et al 2014). Novices can also be unaware of the behavioural and attentional cues that experts pick up on in order to prevent disruptions, or to adaptively resolve disruptions when they occur (Westerman 1991).…”

Section: Processing Classroom Scenesmentioning

confidence: 99%

“…Existing classroom research has not isolated basic features of teachers visual processing, such as where teachers' find relevant cues and information, how teachers monitor students, where they look most frequently when processing classroom problems, and where they tend to skip or ignore information. Understanding the particularities of expert-novice differences when recognizing classroom cues is likewise limited (Behets 1996;van den Bogert et al 2014). …”

Section: Processing Classroom Scenesmentioning

confidence: 99%

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Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

et al. 2016

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Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices' viewing was more dispersed whereas experts' was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers' attention was more scattered across the classroom. Experts' perception appears to be more knowledge-driven whereas novices' appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.

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Section: Teacher Expertise: Knowledge and Visionmentioning

confidence: 99%

Section: Managing and Monitoring The Classroommentioning

confidence: 99%

Section: Processing Classroom Scenesmentioning

confidence: 99%

Section: Processing Classroom Scenesmentioning

confidence: 99%

See 2 more Smart Citations

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

et al. 2016

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“…Recent studies of competence acquisition increasingly focus on the contrast between the way expert and novice teachers experience events in the classroom (van den Bogert, van Bruggen, Kostons, & Jochems, 2014). This includes all aspects of situated knowledge in an experienced teacher, including the difference between the ways in which both are alert to classroom management issues.…”

Section: Design Patterns At the Teacher Trainingmentioning

confidence: 99%

Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers

Geerts¹,

Steenbeek²,

Geert³

2017

IES

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Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher's actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The preand posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern 'classroom management'. By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.

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Characterizing teacher attention to student thinking: A role for epistemological messages

Russ

2017

J Res Sci Teach

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Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways students understand such attention by characterizing teacher attention based on the epistemological messages it sends students about the nature of knowledge and learning in the classroom. Using data collected from high school science and mathematics teachers with a new videocapture methodology, I present an analysis of variability in epistemological messages of teacher attention to illustrate work could unfold if we as researchers took up the theoretical claims made in this work. In doing so, I endeavor to draw the construct of epistemological messages into our collective conversations about teacher attention, and provide a starting point for our field to begin debating the most productive ways to study and unpack the epistemological messages we value in that teacher attention. I conclude by demonstrating the feasibility of using these messages to distinguish the types of teacher attention our field wants to develop and encourage in teacher education. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 2018

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First steps into understanding teachers' visual perception of classroom events

Cited by 143 publications

References 26 publications

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers

Characterizing teacher attention to student thinking: A role for epistemological messages

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