A Gegenfurtner
Dados Biográficos
| ID | 2747237 |
|---|---|
| NOME | A Gegenfurtner |
| PRENOMES | A |
| SOBRENOME | Gegenfurtner |
| ASSINATURA | GEGENFURTNER A |
| AFILIAÇÕES | University of Augsburg |
| ORCID | 0000-0003-4671-1513 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Exploring cognitive processes of professional vision
Classroom disruptions
Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior. Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert t…
A Multidisciplinary Research Agenda for Artificial Intelligence, Education, Learning, and Instruction
Artificial Intelligence (AI) is reshaping education, learning, and instruction, yet current research in this area is fragmented, often tool-specific, and dominated by short-term perspectives. This article develops a broader research agenda for AI and Education (AI&ED), bringing together Artificial Intelligence in Education (AIED) and AI literacy within an educational ecology framing. Using a collective writing methodology, an expert panel of elev…
Teacher gaze and attitudes toward student gender
Previous research has examined teacher attitudes toward student gender and teacher eye movements when looking at girls and boys in classrooms. However, to date, these two lines of research are rather separated. To better understand the co-occurrence of visual and attitudinal preferences, we investigated whether pre-service teachers’ attitudes are associated with their selective attention allocation toward girls and boys. Grounded in the cognitive…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Predicting Transfer of Generic Information Literacy Competencies by Non-Traditional Students to Their Study and Work Contexts
Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditio…
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision.…
Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
In classrooms, ethnic minority students are often confronted with several disadvantages – such as lower academic achievement, more negative teacher attitudes, and less teacher recognition – which are all well examined in educational research. This study sought to understand if more negative teacher attitudes and lower teacher recognition are reflected in teacher gaze. Controlling for student behavior, do teachers look more on ethnic majority than…
Guiding pre-service teachers’ visual attention through instructional settings
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ profes…
Transfer of Learning of New Nursing Professionals
While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transf…
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Transfer of training among non-traditional students in higher education
This study tested the predictive validity of Ajzen’s theory of planned behavior with a sample of 182 non-traditional students in higher education to develop our understanding of non-traditional students’ intentions to transfer trained knowledge and skills from university courses to the workplace. After completing their courses, a survey measured behavioral, normative, and control beliefs, transfer attitudes, perceived social norms, transfer self-…
Toward a multidimensional conceptualization of motivation to transfer training
Pre-service teachers’ attitudes toward transgender students
Teacher Expertise and Professional Vision
Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning proces…
Conceptual change in the development of visual expertise
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Transfer of expertise
Expertise Differences in the Comprehension of Visualizations
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Teacher gaze and attitudes toward student gender
Previous research has examined teacher attitudes toward student gender and teacher eye movements when looking at girls and boys in classrooms. However, to date, these two lines of research are rather separated. To better understand the co-occurrence of visual and attitudinal preferences, we investigated whether pre-service teachers’ attitudes are associated with their selective attention allocation toward girls and boys. Grounded in the cognitive…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision.…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Transfer of expertise
Expertise Differences in the Comprehension of Visualizations
Transfer of expertise
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Teacher Expertise and Professional Vision
Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning proces…
Conceptual change in the development of visual expertise
Pre-service teachers’ attitudes toward transgender students
Transfer of training among non-traditional students in higher education
This study tested the predictive validity of Ajzen’s theory of planned behavior with a sample of 182 non-traditional students in higher education to develop our understanding of non-traditional students’ intentions to transfer trained knowledge and skills from university courses to the workplace. After completing their courses, a survey measured behavioral, normative, and control beliefs, transfer attitudes, perceived social norms, transfer self-…
Toward a multidimensional conceptualization of motivation to transfer training
Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
In classrooms, ethnic minority students are often confronted with several disadvantages – such as lower academic achievement, more negative teacher attitudes, and less teacher recognition – which are all well examined in educational research. This study sought to understand if more negative teacher attitudes and lower teacher recognition are reflected in teacher gaze. Controlling for student behavior, do teachers look more on ethnic majority than…
Guiding pre-service teachers’ visual attention through instructional settings
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ profes…
Transfer of Learning of New Nursing Professionals
While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transf…
Teacher attitudes toward lesbian, gay, and bisexual students
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with …
Predicting Transfer of Generic Information Literacy Competencies by Non-Traditional Students to Their Study and Work Contexts
Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditio…
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic classroom videos to scaffold pre-service teachers’ professional vision. However, to date, it remains unclear which instructions can guide pre-service teachers’ attention toward classroom management situations to promote the early development of teacher professional vision.…
A Multidisciplinary Research Agenda for Artificial Intelligence, Education, Learning, and Instruction
Artificial Intelligence (AI) is reshaping education, learning, and instruction, yet current research in this area is fragmented, often tool-specific, and dominated by short-term perspectives. This article develops a broader research agenda for AI and Education (AI&ED), bringing together Artificial Intelligence in Education (AIED) and AI literacy within an educational ecology framing. Using a collective writing methodology, an expert panel of elev…
Teacher gaze and attitudes toward student gender
Previous research has examined teacher attitudes toward student gender and teacher eye movements when looking at girls and boys in classrooms. However, to date, these two lines of research are rather separated. To better understand the co-occurrence of visual and attitudinal preferences, we investigated whether pre-service teachers’ attitudes are associated with their selective attention allocation toward girls and boys. Grounded in the cognitive…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Exploring cognitive processes of professional vision
Classroom disruptions
Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior. Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert t…
Psychology (14 obras) · Computer Science (8 obras) · Developmental psychology (7 obras) · Mathematics education (7 obras) · Visual and Cognitive Learning Processes (7 obras) · Social Psychology (6 obras) · Cognitive psychology (5 obras) · Pedagogy (5 obras) · Artificial Intelligence (4 obras) · Cognition (4 obras)