Classroom chronicles: through the eyeglasses of teachers at varying experience levels
IntroductionTeachers 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 in...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-12-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1280766/full |
| _version_ | 1827613438466064384 |
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| author | Halszka Jarodzka Sharisse van Driel Sharisse van Driel Leen Catrysse Frank Crasborn |
| author_facet | Halszka Jarodzka Sharisse van Driel Sharisse van Driel Leen Catrysse Frank Crasborn |
| author_sort | Halszka Jarodzka |
| collection | DOAJ |
| description | IntroductionTeachers 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.’MethodsIn 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.ResultsOur 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.DiscussionGiven its nuanced influence on classroom management and student engagement shown in prior research, our study underscores its importance in pedagogical training. |
| first_indexed | 2024-03-09T08:39:47Z |
| format | Article |
| id | doaj.art-4cd20ace2490465288195f1ae9e69647 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-09T08:39:47Z |
| publishDate | 2023-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-4cd20ace2490465288195f1ae9e696472023-12-02T17:03:47ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-12-01810.3389/feduc.2023.12807661280766Classroom chronicles: through the eyeglasses of teachers at varying experience levelsHalszka Jarodzka0Sharisse van Driel1Sharisse van Driel2Leen Catrysse3Frank Crasborn4Department of Online Learning and Instruction, Faculty of Educational Sciences, Open Universiteit, Heerlen, NetherlandsDepartment of Online Learning and Instruction, Faculty of Educational Sciences, Open Universiteit, Heerlen, NetherlandsSection of Educational Sciences, Vrije Universiteit Amsterdam, Amsterdam, NetherlandsDepartment of Online Learning and Instruction, Faculty of Educational Sciences, Open Universiteit, Heerlen, NetherlandsDepartment of Teacher Education, Fontys University of Applied Sciences, Sittard, NetherlandsIntroductionTeachers 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.’MethodsIn 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.ResultsOur 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.DiscussionGiven its nuanced influence on classroom management and student engagement shown in prior research, our study underscores its importance in pedagogical training.https://www.frontiersin.org/articles/10.3389/feduc.2023.1280766/fulleye trackingmobile eye trackingteacherexpertisevisual expertiseprofessional vision |
| spellingShingle | Halszka Jarodzka Sharisse van Driel Sharisse van Driel Leen Catrysse Frank Crasborn Classroom chronicles: through the eyeglasses of teachers at varying experience levels Frontiers in Education eye tracking mobile eye tracking teacher expertise visual expertise professional vision |
| title | Classroom chronicles: through the eyeglasses of teachers at varying experience levels |
| title_full | Classroom chronicles: through the eyeglasses of teachers at varying experience levels |
| title_fullStr | Classroom chronicles: through the eyeglasses of teachers at varying experience levels |
| title_full_unstemmed | Classroom chronicles: through the eyeglasses of teachers at varying experience levels |
| title_short | Classroom chronicles: through the eyeglasses of teachers at varying experience levels |
| title_sort | classroom chronicles through the eyeglasses of teachers at varying experience levels |
| topic | eye tracking mobile eye tracking teacher expertise visual expertise professional vision |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1280766/full |
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