Abstract:The aim of this study was to investigate differences in student teachers’ and experienced teachers’ professional vision in natural settings and to elicit clues of the relation of in-the-moment noticing and instruction quality of students’ understanding of rational number concept. Rational number concept challenges both students and teachers because of natural number bias that learning of rational numbers is vulnerable to. Accurate professional vision and adequate instructions are needed to enhance students’ un… Show more
“…Indeed, there are correlational data supporting this contention (see Weber et al 2018, Kersting et al 2012). On the other hand, especially the study by Pouta et al (2020) showed that the experienced teachers in their study reflected about the videos of their teaching in a less sophisticated manner than the student teachers did. But nevertheless, the experienced teachers were far more successful in scaffolding students' mathematical thinking than the student teachers.…”
Section: Critical Remarks On a Promising Research Paradigm And Avenues For Future Researchmentioning
confidence: 94%
“…Thus, successful implementation of withitness implies that a teacher has successfully established the mutual belief (see Clark 1996) that s/he is willing and able to detect and to prohibit every single disruptive behavior that occurs in the classroom. Such a transactional or communicational perspective on teaching is indeed adopted by several papers in this special issue (see Haataja et al 2020;Pouta et al 2020;Wyss et al, 2020). Hence, in learning to implement withitness effectively in the classroom, the demand on teacher students is mainly communicational rather than observational.…”
Section: Critical Remarks On a Promising Research Paradigm And Avenues For Future Researchmentioning
confidence: 97%
“…This paradoxical finding sheds some doubt on a fundamental theoretical assumption underlying the notion of professional vision as currently favored in teacher education research (see Blömeke et al 2015). Accordingly, "accurate noticing and knowledge-based reasoning […] are needed in order to transfer a teacher's pedagogical content knowledge into accurate instructions" (see Pouta et al 2020). In fact, Pouta et al's results call this mediator role of professional vision as "a system bridging knowledge and practice" into question.…”
Section: Rewards and Challenges Of The Seven Contributions Of The Special Issuementioning
In this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher’s pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify characteristics of teacher expertise that enable teachers to influence students’ learning in a systematic and positive way. In this respect, the contributions to this special issue offer an innovative research paradigm, because they bring together different and originally separated strands of research: (1) research on professional vision in teacher education, (2) research on the structure and development of expertise in cognitive science, (3) research on cognitive processes by means of eye-tracking technologies in psychology, and (4) research on educational effectiveness and instructional quality in educational science. Following this introduction, a detailed discussion of the rewards and challenges of each of the seven contributions is provided. This discussion leads to the following conclusions: (a) The emphasis on the “reacting teacher” in professional vision research undervalues the role of lesson planning for the flexible handling of sudden events during class instruction. (b) The assumption of professional vision as mediator between a teacher’s knowledge and pedagogical actions overlooks that teachers can sometimes do more than they can tell. (c) Not all of the gaze behavior that is currently studied needs to be instructed. (d) Research should move beyond explorative expert-novice comparisons to hypotheses-driven designs that investigate how teachers can learn to successfully apply evidence-based pedagogical principles.
“…Indeed, there are correlational data supporting this contention (see Weber et al 2018, Kersting et al 2012). On the other hand, especially the study by Pouta et al (2020) showed that the experienced teachers in their study reflected about the videos of their teaching in a less sophisticated manner than the student teachers did. But nevertheless, the experienced teachers were far more successful in scaffolding students' mathematical thinking than the student teachers.…”
Section: Critical Remarks On a Promising Research Paradigm And Avenues For Future Researchmentioning
confidence: 94%
“…Thus, successful implementation of withitness implies that a teacher has successfully established the mutual belief (see Clark 1996) that s/he is willing and able to detect and to prohibit every single disruptive behavior that occurs in the classroom. Such a transactional or communicational perspective on teaching is indeed adopted by several papers in this special issue (see Haataja et al 2020;Pouta et al 2020;Wyss et al, 2020). Hence, in learning to implement withitness effectively in the classroom, the demand on teacher students is mainly communicational rather than observational.…”
Section: Critical Remarks On a Promising Research Paradigm And Avenues For Future Researchmentioning
confidence: 97%
“…This paradoxical finding sheds some doubt on a fundamental theoretical assumption underlying the notion of professional vision as currently favored in teacher education research (see Blömeke et al 2015). Accordingly, "accurate noticing and knowledge-based reasoning […] are needed in order to transfer a teacher's pedagogical content knowledge into accurate instructions" (see Pouta et al 2020). In fact, Pouta et al's results call this mediator role of professional vision as "a system bridging knowledge and practice" into question.…”
Section: Rewards and Challenges Of The Seven Contributions Of The Special Issuementioning
In this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher’s pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify characteristics of teacher expertise that enable teachers to influence students’ learning in a systematic and positive way. In this respect, the contributions to this special issue offer an innovative research paradigm, because they bring together different and originally separated strands of research: (1) research on professional vision in teacher education, (2) research on the structure and development of expertise in cognitive science, (3) research on cognitive processes by means of eye-tracking technologies in psychology, and (4) research on educational effectiveness and instructional quality in educational science. Following this introduction, a detailed discussion of the rewards and challenges of each of the seven contributions is provided. This discussion leads to the following conclusions: (a) The emphasis on the “reacting teacher” in professional vision research undervalues the role of lesson planning for the flexible handling of sudden events during class instruction. (b) The assumption of professional vision as mediator between a teacher’s knowledge and pedagogical actions overlooks that teachers can sometimes do more than they can tell. (c) Not all of the gaze behavior that is currently studied needs to be instructed. (d) Research should move beyond explorative expert-novice comparisons to hypotheses-driven designs that investigate how teachers can learn to successfully apply evidence-based pedagogical principles.
“…Most studies that we analyzed used either a questionnaire (e.g., Observer; Blomberg et al, 2013), an interview (Es and Sherin, 2006), or a written commentary (Vondrova and Zalska, 2012). Only four of the studies used eye-tracking, and only two of those in the act of teaching (Pouta et al, 2020;Seidel et al, 2020).…”
Section: Professional Vision Outside the Act Of Teachingmentioning
confidence: 99%
“…Observation studies (direct observation, video studies) offer an outsiders' perspective, stimulated recalls provide insights removed from the immediacy of the classroom. Recently, eye-tracking has been introduced as a method to study teacher's perspective in the moment of teaching (Cortina et al, 2015;Dessus et al, 2016;McIntyre et al, 2017;Stürmer et al, 2017;Pouta et al, 2020;Smidekova et al, 2020). The rationale behind using eye-tracking studies is the eye-mind hypothesis, or what is attended to by the eye is processed by the mind (Duchowski, 2007, s. 3).…”
To date most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been used to tell us about a teacher’s professional vision. Recently, however, new studies explore professional vision during the act of teaching through the use of mobile eye-tracking. This novel approach poses the question: how do these two “professional visions” differ? Visual attention represented by gaze was used as a proxy to studying professional vision (specifically its noticing component). To achieve this, eye-tracking as a data collection method was used. We worked with three teachers and employed eye-tracking glasses to record teacher eye movements during teaching (4 lessons per teacher; labelled as IN mode). After each lesson, we selected short clips from the lesson recorded by a static camera aimed at pupils and showed them to the same teacher (i.e., providing a similar setting as traditional studies on professional vision) while recording eye movements and gaze behavior data through a screen-based eye-tracker (labelled as ON mode). The two modes differ and due to these differences, comparison is difficult. However, by overlaying them and describing them in detail we want to highlight the exact variance observed. A comparison between IN vs ON condition in terms of dwell time on the same students in either condition was made using both quantitative (correlation) and qualitative (timeline comparison) methods. The findings suggest that the greatest differences in attention given to individual pupils occur when a pupil who was interacted with during the situation is missing from the view in the video recording. Even though individual differences are present in the patterns of gaze in IN and ON modes, the teachers in our sample consistently monitored more pupils more often in the ON mode than in the IN mode. On the other hand, the IN mode was mostly characterized by focused gaze on the pupil that the teacher interacted with in the moment with few side glances. The results aim to open a discussion about our understanding of professional vision in different contexts and about how current research may need to expand its outlook.
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