Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers

Grub, Ann-Sophie; Biermann, Antje; Lewalter, Doris; Brünken, Roland

doi:10.3389/feduc.2022.890690

Cited by 11 publications

(20 citation statements)

References 75 publications

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“…Here, the pre-service teachers of the experimental conditions showed a lower GRI than pre-service teachers of the control condition (H2j). Previous investigations found similar findings for the group with specific task instruction (Grub et al, 2022b). This implies a more global monitoring behavior and is an indication for visual expertise (Gegenfurtner et al, 2020).…”

Section: Overview Of Findingssupporting

confidence: 74%

“…As noted in the study of Grub et al (2022b), a specific task prior to video viewing is attention-guiding. Taking this further, it is interesting to investigate how specific task instructions perform in comparison to scaffolds that are not presented before the task, but during it.…”

Section: Instructional Settings To Develop Visual Expertisementioning

confidence: 99%

“…Here, the time to first fixation can be a suitable parameter to measure this aspect of visual expertise. Grub et al (2022b) examined whether expertise is associated with faster time to first fixation for critical events. However, no difference between in-and pre-service teachers has been found on this parameter so far (Grub et al, 2022b).…”

Section: Time To First Fixationmentioning

confidence: 99%

“…For the third research question of this study, Grub et al (2022b) encouraged further studies to examine the salience of perceived situations. In the context of classroom management, we do not know yet which situations pre-service teachers are more likely to focus on.…”

Section: The Present Studymentioning

confidence: 99%

See 3 more Smart Citations

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

Gabel,

Keskin,

Kollar

et al. 2023

Front. Educ.

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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’ professional vision. This mixed-methods eye-tracking study aimed to compare pre-service teachers’ visual attention to information relevant for classroom management in one of three instructional conditions. Participants viewed two classroom videos and clicked a button whenever they identified situations relevant to classroom management in the videos. They got either (1) a specific task instruction before video viewing (n = 45), (2) attention-guiding prompts during video viewing (n = 45), or (3) a general task instruction (n = 45) before video viewing as a control group. We expected a specific task instruction and prompts to better guide participants’ visual attention compared to a general task instruction before video viewing because both experimental conditions contained informational cues to focus on specific dimensions of classroom management. As both a specific task and prompts were assumed to activate cognitive schemata, resulting in knowledge-based processing of visual information, we expected the specific task instruction to have a similar attention-guiding effect as prompts during video viewing. Measurements were conducted on an outcome level (mouse clicks) and on a process level (eye tracking). Findings confirmed our hypotheses on an outcome level and in part on a process level regarding participants’ gaze relational index. Nevertheless, in a disruptive classroom situation, participants of the prompting condition showed better attentional performance than participants of the other conditions regarding a higher number of fixation and a shorter time to first fixation on disruptive students. Further qualitative analyses revealed that, when observing classroom videos without instructional guidance, pre-service teachers were less likely to identify disruptive situations in the video and more likely to attend to other situations of classroom management concerning the teachers’ action. We discuss advantages of both attention-guiding instructions for pre-service teacher education in terms of the economy of implementation and the salience of situations.

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Section: Overview Of Findingssupporting

confidence: 74%

Section: Instructional Settings To Develop Visual Expertisementioning

confidence: 99%

Section: Time To First Fixationmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

Gabel,

Keskin,

Kollar

et al. 2023

Front. Educ.

Self Cite

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show abstract

“…In addition, we also could not control factors such as bright colors in the video or restless movements of pre-service teachers' pupils. Still, authentic classroom videos are often used studies on teacher professional vision and teacher noticing (Cortina et al, 2018;Henderson and Hayes, 2018;Grub et al, 2022;Van Es et al, 2022;Keskin et al, 2023). Future research can consider using a mobile eye tracker in real-world or virtual reality classrooms to explore teacher fixations in action.…”

Section: No Differencementioning

confidence: 99%

Relations between pre-service teacher gaze, teacher attitude, and student ethnicity

Keskin,

Gabel,

Kollar

et al. 2023

Front. Educ.

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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 on ethnic minority students? If teachers have a visual preference for ethnic majority students in their classrooms, then we would expect that teachers show a higher number of fixations, longer duration of fixations, and shorter times to first fixation on ethnic majority compared with ethnic minority students. To test this assumption, we designed an explanatory sequential mixed-method study with a sample of 83 pre-service teachers. First, pre-service teachers were invited to watch a video of a classroom situation while their eye movements were recorded. Second, after watching the video, they were asked to take written notes on (a) how they perceived the teacher in the video attended to ethnic minority students and (b) which own experiences they can relate to situations in the video. Finally, a standardized survey measured participants’ age, gender, ethnic background, explicit attitudes toward ethnic minority students, self-efficacy for teaching ethnic minority students, and stereotypes associated with the motivation of ethnic minority students. Results indicated that, in contrast to our hypothesis, pre-service teachers had longer fixation durations on ethnic minority compared with ethnic majority students. In addition, pre-service teachers’ explicit attitudes correlated positively with number (r = 0.26,p < 0.05) and duration (r = 0.31,p < 0.05) of fixations, suggesting that pre-service teachers with more positive attitudes toward ethnic minority students also looked more and longer on ethnic minority students. Furthermore, qualitative analyses indicated that pre-service teachers associated the disadvantaged situations for ethnic minority students with teachers’ stereotypes and student language difficulties; they also referred to their own ethnic minority when reflecting on specific situations in the video. We discuss these findings considering their significance for teacher education and professional development and their implications for further research on dealing with student diversity.

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Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

Gabel,

Keskin,

Gegenfurtner

2024

Z Erziehungswiss

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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. This mixed-methods study (n = 85 pre-service teachers) compared effects of (a) a specific task instruction before watching a classroom video and (b) prompts during the classroom video on noticing—indicated by the number, velocity, and relevance of identified classroom management situations. Controlling for mental effort and pedagogical-psychological knowledge, t-Tests showed both types of instruction to have a similar attention-guiding effect. Qualitative analyses of retrospective interviews revealed that pre-service teachers identified verbal reactive classroom management strategies more easily than nonverbal strategies when observing experienced teachers in the classroom videos. We discuss specific task instructions as an economic alternative to the use of prompts in video-based teacher education and—based on our qualitative findings—provide directions for future research.

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Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers

Cited by 11 publications

References 75 publications

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

Relations between pre-service teacher gaze, teacher attitude, and student ethnicity

Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations

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