Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study

Wyss, Corinne; Rosenberger, Katharina; Bührer, Wolfgang

doi:10.1007/s10648-020-09535-z

Cited by 37 publications

(52 citation statements)

References 44 publications

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“…The majority of prior research on professional vision is based on studies that used video examples of classroom teaching. These studies aimed (1) to measure professional vision (Seidel and Stürmer, 2014); (2) to identify differences between experts and novices (Wolff et al, 2016;Meschede et al, 2017;Wyss et al, 2020); or (3) to foster teachers' professional vision in teacher education programs (van Es and Sherin, 2010;Stürmer et al, 2013a,b;van Es et al, 2017). Studies such as the one conducted by Meschede et al (2017) showed that novice teachers were distinctly less proficient at noticing relevant classroom features and events when compared to experts.…”

Section: Professional Vision: the Ability To Notice And Reason About Complex Events In The Classroommentioning

confidence: 99%

“…Eye-tracking provides an appropriate instrument for understanding the nature of teachers' visual perception processes and for uncovering differences therein that result from varying levels of expertise. Over the last decade, there has been a growing interest in teachers' eye-tracking data, particularly in terms of the number or duration of fixations (van den Bogert et al, 2014;Wolff et al, 2016;McIntyre et al, 2017;Stürmer et al, 2017;Seidel et al, 2020;Wyss et al, 2020). Such metrics were used in the above studies, for example, to demonstrate that expert teachers were able to process visual information more quickly than others, or that novice teachers focused more often on non-relevant classroom events.…”

Section: Introductionmentioning

confidence: 99%

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Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

2021

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The paper addresses cognitive processes during a teacher's professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson and were subsequently asked to assess five different students. Instead of using typically reported averaged gaze data (e.g., number of fixations), we used gaze patterns as an indicator for visual behavior. We extracted scanpath patterns, compared them qualitatively (common sub-pattern) and quantitatively (scanpath entropy) between experts and novices, and related teachers' visual behavior to their assessment competence. Results show that teachers' scanpaths were idiosyncratic and more similar to teachers of the same expertise group. Moreover, experts monitored all target students more regularly and made recurring scans to re-adjust their assessment. Lastly, this behavior was quantified using Shannon's entropy score. Results indicate that experts' scanpaths were more complex, involved more frequent revisits of all students, and that experts transferred their attention between all students with equal probability. Experts' visual behavior was also statistically related to higher judgment accuracy.

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Section: Professional Vision: the Ability To Notice And Reason About Complex Events In The Classroommentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

2021

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“…Nevertheless, some studies have already provided initial evidence concerning teachers' observation behavior. This evidence comes primarily in the form of comparisons between experienced and student teachers in the context of professional vision (Stürmer et al, 2017;Wyss et al, 2020), classroom management (van den Bogert et al, 2014;Cortina et al, 2015;Wolff et al, 2016), and teacher-student interactions (McIntyre et al, 2017(McIntyre et al, , 2019McIntyre and Foulsham, 2018;Haataja et al, 2019Haataja et al, , 2020Seidel et al, 2020). Overall, in comparison with student teachers, experienced teachers seem to show a more knowledge-driven pattern of eye movement, which represents selective viewing and fast information processing.…”

Section: Observation Of Students As a Behavioral Activity In The Judgmentioning

confidence: 99%

“…Experienced teachers also focus more on areas that are rich in information and pay more attention to students than to other things in the classroom. Moreover, experienced teachers continuously monitor the classroom as a whole even if they are in the process of recognizing relevant events or interacting with individual students (van den Bogert et al, 2014;Cortina et al, 2015;Wolff et al, 2016;McIntyre et al, 2017McIntyre et al, , 2019McIntyre and Foulsham, 2018;Wyss et al, 2020). Therefore, experienced teachers show a pattern of monitoring relevant areas with more fixations but shorter fixation durations (van den Bogert et al, 2014;Seidel et al, 2020), similar to experts in other domains (Gegenfurtner et al, 2011).…”

Section: Observation Of Students As a Behavioral Activity In The Judgmentioning

confidence: 99%

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

2020

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Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes. Particularly, the observation and utilization of diagnostic student cues, such as student engagement, might be an important factor. Hence, we investigated how student teachers with high and low judgment accuracy differ with regard to their eye movements as a behavioral and utilization of student cues as a cognitive activity. Forty-three participating student teachers observed a video vignette showing parts of a mathematics lesson to assess student characteristics of five target students, and reported which cues they used to form their judgment. Meanwhile, eye movements were tracked. Student teachers showed substantial diversity in their judgment accuracy. Those with a high judgment accuracy showed slight tendencies toward a more “experienced” pattern of eye movements with a higher number of fixations and shorter average fixation duration. Although all participants favored diagnostic student cues for their assessments, an epistemic network analysis indicated that student teachers with a high judgment accuracy utilized combinations of diagnostic student cues that clearly pointed to specific student profiles. Those with a low judgment accuracy had difficulty using distinct combinations of diagnostic cues. Findings highlight the power of behavioral and cognitive activities in judgment processes for explaining teacher performance of judgment accuracy.

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“…A common 'operational trick' for assessing teacher noticing is to design or select representations of practice in which something occurs that does not meet the expectations of 'good' teaching, that is, they include a breach of a norm (e.g., Dreher and Kuntze 2015;Herbst and Kosko 2014), which is sometimes also called a critical incident (e.g., Wyss, Rosenberger, and Bührer 2020). As suggested by Herbst and Chazan (2011), the notion of a norm is used here "in the sociological sense as the normal or unmarked behavior that is tacitly expected in a setting" (p. 411).…”

Section: Assessing Teacher Noticingmentioning

confidence: 99%

Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking

Dreher

Lindmeier

Feltes

et al. 2020

ZDM Mathematics Education

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As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.

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Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study

Cited by 37 publications

References 44 publications

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

Do cultural norms influence how teacher noticing is studied in different cultural contexts? A focus on expert norms of responding to students’ mathematical thinking

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