Guiding Attention in the Classroom: An Eye-Tracking Study on the Associations Between Preservice Teachers’ Goals and Noticing of Student Interactions DOI Open Access
Martin Daumiller, Ricardo Böheim, Aldin Alijagic

и другие.

Опубликована: Авг. 29, 2024

Background. Teachers’ goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific behaviors remain unclear.Aims. This study investigates how directed at students classroom are associated with visual information processing events, aiming to link professional vision.Sample. The involved 51 preservice teachers average 36 days practical experience.Methods. Participants’ eye movements were recorded tracking while they observed a video stimulus 11th-grade mathematics classroom. Through interview, participants specified their for individual whole after having watched start stimulus. During rest three-minute-long simulation, eye-tracking rec-orded number duration fixations on students.Results. Goals more longer fixations. In contrast, targeting entire shorter fixation durations students, indicating even distribution attention. Especially mastery drove these patterns; nuanced effects depending goal content saliency behaviors.Conclusions. Preservice teachers’ student-oriented shape attention class-room, influencing perceive interaction students. research highlights importance integrating vision understand cogni-tive pathways that behaviors. also demonstrates utili-ty technology exploring processes.

Язык: Английский

Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions DOI Creative Commons
Martin Daumiller, Ricardo Böheim, Aldin Alijagic

и другие.

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Март 10, 2025

Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific behaviours remain unclear. This study investigates how directed at students classroom are associated with visual information processing events, aiming to link professional vision. The involved 51 preservice teachers average 36 days practical experience. Participants' eye movements were recorded tracking while they observed a video stimulus 11th-grade mathematics classroom. Through interview, participants specified their for individual whole after having watched start stimulus. During rest 3-min-long simulation, eye-tracking number duration fixations on students. Goals more longer fixations. In contrast, targeting entire shorter fixation durations students, indicating even distribution attention. Especially mastery drove these patterns; nuanced effects depending goal content saliency behaviours. Preservice teachers' student-oriented shape attention classroom, influencing perceive interaction research highlights importance integrating vision understand cognitive pathways that also demonstrates utility technology exploring processes.

Язык: Английский

Процитировано

2
Teacher gaze and attitudes toward student gender: evidence from eye tracking and implicit association tests DOI Creative Commons
Sylvia Gabel, Aldin Alijagic,

Özün Keskin

и другие.

Social Psychology of Education, Год журнала: 2025, Номер 28(1)

Опубликована: Март 3, 2025

Язык: Английский

Процитировано

0
Guiding Attention in the Classroom: An Eye-Tracking Study on the Associations Between Preservice Teachers’ Goals and Noticing of Student Interactions DOI Open Access
Martin Daumiller, Ricardo Böheim, Aldin Alijagic

и другие.

Опубликована: Авг. 29, 2024

Background. Teachers’ goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific behaviors remain unclear.Aims. This study investigates how directed at students classroom are associated with visual information processing events, aiming to link professional vision.Sample. The involved 51 preservice teachers average 36 days practical experience.Methods. Participants’ eye movements were recorded tracking while they observed a video stimulus 11th-grade mathematics classroom. Through interview, participants specified their for individual whole after having watched start stimulus. During rest three-minute-long simulation, eye-tracking rec-orded number duration fixations on students.Results. Goals more longer fixations. In contrast, targeting entire shorter fixation durations students, indicating even distribution attention. Especially mastery drove these patterns; nuanced effects depending goal content saliency behaviors.Conclusions. Preservice teachers’ student-oriented shape attention class-room, influencing perceive interaction students. research highlights importance integrating vision understand cogni-tive pathways that behaviors. also demonstrates utili-ty technology exploring processes.

Язык: Английский

Процитировано

0