Classroom chronicles
Through the eyeglasses of teachers at varying experience levels
Bibliographic Data
| ID | 22162168 |
|---|---|
| Authors | Halszka Jarodzka (0000-0003-2312-4703, Open University of the Netherlands, corresponding author), Sharisse van Driel (0000-0003-0379-8954, Open University of the Netherlands), Leen Catrysse (0000-0003-1537-1632, Open University of the Netherlands), Frank Crasborn (0000-0002-5628-5944, Fontys University of Applied Sciences) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1280766 |
| OpenAlex | W4389265465 |
| Language | EN |
| Citations received | 6 |
| References cited | 75 |
Introduction Teachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’ Methods In this study, we used mobile eye-tracking glasses to assess the professional vision of 22 preservice, 17 beginning, and 19 experienced teachers as they instructed their classes. Results Our findings revealed no discernible differences in the efficiency of visual processing across varying teaching experience levels throughout the lesson. Interestingly, by the lesson’s end, preservice teachers demonstrated a slight uptick in fixation counts compared to the onset. As for perceptual span, overall teaching experience did not significantly influence the dispersion of fixations, though experienced teachers exhibited a more expansive visual span at the lesson’s commencement than its conclusion. In examining mental effort, teaching experience did not notably impact the average fixation durations. Yet, preservice teachers registered a subtle decrease in fixation durations as the lesson progressed to its end. In conclusion, this study showed that professional vision manifests differently across teaching experience levels. Discussion Given its nuanced influence on classroom management and student engagement shown in prior research, our study underscores its importance in pedagogical training
Classroom management · Expansive · Eye tracking · Mathematics education · Notice · Perception · Computer Science · Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes · Visual perception and processing mechanisms
Teachers' visual gaze behavior toward children during teacher–child interaction in early childhood education and care
Classroom disruptions
Teacher gaze and attitudes toward student gender
Student teachers' and experienced teachers’ situation awareness and professional vision in real-life classrooms
Analysis of Teachers’ Visual Behaviour in Classes
A Differentiated Field of Affordances
The Oxford Handbook of Eye Movements
The Cambridge Handbook of Expertise and Expert Performance
Teacher vision
Guided Search 2.0 A revised model of visual search
The 35th Sir Frederick Bartlett Lecture
Performance
Expertise Differences in the Comprehension of Visualizations
Classroom Management Scripts
Systematic Review
The span of the effective stimulus during a fixation in reading
Teacher noticing
Perception in chess
Fitting Linear Mixed-Effects Models Using lme4
LmerTest Package
Designing computer-based tests
The magical number seven, plus or minus two
First steps into understanding teachers' visual perception of classroom events
Teachers’ interactive cognitions in noticed classroom management events
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
Educating teachers about managing classrooms and students
Perceptual Span for Letter Distinctions during Reading
Differences among Teachers in a Task Characterized by Simultaneity, Multidimensionality, and Immediacy
Structuring and Adjusting Content for Students
Learning about and learning from expert teachers
Five factors that guide attention in visual search
The Role of Formal Art Training on Perception and Aesthetic Judgment of Art Compositions
| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |