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.

Reading students’ faces and their body language, checking their worksheets, and keeping eye contact is a key trait of teacher competence. The new technology of mobile eye-tracking provides researchers with possibilities to explore teaching from the viewpoint of teacher gaze, but also introduces many new method questions. This study had the primary aim to investigate teachers´ attention distribution over space: the number and durations of several types of their gazes, and how their gaze depends on the factors of students´ gender, achievement, and position in the classroom. Results show that teacher gaze was distributed unevenly across both space and time. Teachers looked at the most-watched students 3-8 times more often than at the least-watched ones. Students sitting in the first row and the middle section received significantly more gaze than those sitting outside this zone. All three teachers made more single gaze visits - looking at the students but making no eye contact - than mutual gazes or student material gazes. The three teachers’ gaze distribution also varied substantially from lesson to lesson. Our results are important for understanding teacher behavior in real classrooms, but also point to the relevance of appropriate method design in future classroom studies with eye-tracking.

Abstrakt: Predkladaný text predstavuje možnosti využitia technológie umožňujúcej sledovanie a zaznamenávanie pohybu očí â eye-trackingu â v pedagogickom výskume. Tvorený je kombináciou teoretickej stati približujúcej podstatu a mechanizmus očných pohybov, metódy ich sledovania a napokon samotnú technológiu eye-trackingu. Následne, v druhej časti, sa text opiera o výsledky prehľadovej štúdie, ktoré sú prezentované dvojstupňovo. V prvom kole bolo identifi kovaných 94 zahraničných empirických výskumných správ z oblasti pedagogiky a následne je formou ilustračných príkladov bližšie predstavená jedna z oblastí výskumu, a to výskumy realizované priamo v prostredí školskej triedy počas prebiehajúcej reálnej výuky. Cieľom oboch častí je určité priblíženie témy eye-trackingu českému a slovenskému čitateľovi a prostredníctvom vybraných výskumov aj ilustrovanie a dokázanie, že aj v pedagogickom výskume má eye-tracking svoje miesto.Kľúčové slová: eye-tracking, mapovanie očných pohybov, učiteľ, žiaci, procesy v školskej triede, prehľadová štúdia.

Abstrakt: Predkladaný text predstavuje možnosti využitia technológie umožňujúcej sledovanie a zaznamenávanie pohybu očí − eye-trackingu − v pedagogickom výskume. Tvorený je kombináciou teoretickej stati približujúcej podstatu a mechanizmus očných pohybov, metódy ich sledovania a napokon samotnú technológiu eye-trackingu. Následne, v druhej časti, sa text opiera o výsledky prehľadovej štúdie, ktoré sú prezentované dvojstupňovo. V prvom kole bolo identifi kovaných 94 zahraničných empirických výskumných správ z oblasti pedagogiky a následne je formou ilustračných príkladov bližšie predstavená jedna z oblastí výskumu, a to výskumy realizované priamo v prostredí školskej triedy počas prebiehajúcej reálnej výuky. Cieľom oboch častí je určité priblíženie témy eye-trackingu českému a slovenskému čitateľovi a prostredníctvom vybraných výskumov aj ilustrovanie a dokázanie, že aj v pedagogickom výskume má eye-tracking svoje miesto.Kľúčové slová: eye-tracking, mapovanie očných pohybov, učiteľ, žiaci, procesy v školskej triede, prehľadová štúdia.

Teacher’s professional vision is a well-researched concept that highlights the importance of noticing salient issues in classroom situations and reasoning about them. This paper aimed to investigate pre-service teachers’ professional vision of pupil engagement: what student teachers notice in classroom videos regarding pupil engagement and how they verbalize it. The data was collected using interviews with classroom videos as prompts. 20 English as a foreign language pre-service teachers participated in the study. The data was analysed using qualitative content analysis and word clouds. The results suggest that pupil engagement is observed on three levels: behavioural, cognitive, and emotional, and it is seen in connection with classroom factors influencing it; the most mentioned one being teacher actions. To verbalize their noticing of pupil engagement, student teachers used wors and phrases that describe engagement directly (such as “participate”, “enjoy”, “respond”) or indirectly, for example through descriptions of actions (“raising hands”) or suggestions of cognitive involvement with the content (“know” or “remember”). Understanding how student teachers talk about pupil engagement can help us tease out important points in discussions during teacher education programmes and, in doing so, aid the pre-service teachers in framing their noticing and developing their professional vision.