Frontiers in Education,
Год журнала:
2023,
Номер
8
Опубликована: Дек. 20, 2023
Teachers
are
involved
in
complex
teaching
situations
every
day;
thus,
they
must
understand
what
to
pay
attention
the
classroom,
how
this
information
is
be
interpreted,
and
which
decisions
become
necessary
as
a
result.
In
educational
research,
these
competencies
known
“professional
vision.”
The
purpose
of
exploratory
study
was
examine
professional
vision
pre-service
teachers
(PTs)
in-service
(ITs)
by
investigating
whether
groups
differ
notice
reason
about
videotaped
classroom
events;
perspective
video
viewed
influences
their
noticing
reasoning;
extent
gaze
behavior
differs
from
verbal
statements.
Thirty-one
PTs
twenty
ITs
watched
clip
authentic
teaching,
shot
different
perspectives,
visual
focus
recorded
using
remote
eye-tracker.
Subsequently,
participants
reported
an
interview
had
noticed.
triangulated
data
show
that
did
not
differ,
but
content
statements
did.
Depending
on
perspective,
focused
subjects,
difference
reflected
data.
Thus,
consistent.
findings
indicate
considering
multiple
sources
types
beneficial
explore
further
research
needed
concept
depth.
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 155 - 155
Опубликована: Янв. 26, 2025
This
study
reports
on
the
development
and
validation
of
a
video-based
instrument
to
assess
early
childhood
education
(ECE)
teachers’
professional
vision
(PV)
language-stimulation
(LS)
interactions.
PV
refers
noticing
reasoning
about
key
classroom
interactions,
skill
that
can
be
trained
distinguishes
experts
from
novices.
The
targets
three
strategies:
language
input
(LI),
opportunities
for
production
(OLP),
feedback
(FB).
measures
through
comparative
judgement
(CJ)
multiple-choice
items.
Construct
validity
was
assessed
using
AERA
framework,
samples:
sample
professionals
(n
=
22),
pre-service
107),
mixed
with
in-
teachers
6).
Reliability
were
confirmed,
strong
reliability
scores
CJ
master
rank
orders
(SRR:
0.827–0.866).
Think-aloud
procedures
demonstrated
respondents’
decisions
during
mainly
based
LS-relevant
video
features.
Decisions
unrelated
LS
require
further
study.
Multiple-choice
items
developed
professionals’
open-ended
feedback.
Pre-service
teacher
showed
no
significant
predictors.
Using
real
videos,
this
provides
an
ecologically
valid,
scalable
tool
assessing
validated
offers
foundation
programs
aimed
at
addressing
theory–practice
gap
in
education.
Journal of Teacher Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Май 26, 2025
Although
teacher
noticing
is
regarded
as
a
critical
component
of
expertise
that
matters
for
student
learning,
empirical
evidence
verifying
the
relationship
between
and
learning
outcomes
scare.
Using
relatively
large-scale
sample
involving
189
middle
school
biology
teachers
from
156
schools
their
students
(
n
=
7,086),
this
quantitative
study
investigated
association
teachers’
level
noticing,
measured
by
standardized
video-based
instrument,
achievement.
An
analysis
utilizing
two-level
hierarchical
linear
modeling
revealed
significant
positive
outcomes.
Specifically,
proportion
variance
explained
was
0.383.
Our
offers
robust
timely
verifies
core
assumption
underpinning
research
well
professional
development
efforts
focusing
on
noticing.
Implications
are
discussed.
International Journal of Science and Mathematics Education,
Год журнала:
2023,
Номер
22(2), С. 257 - 282
Опубликована: Май 1, 2023
Abstract
Teacher
noticing,
a
situation-specific
part
of
teachers’
professional
competence,
has
gained
much
importance
in
the
past
two
decades.
The
construct
is
believed
to
play
crucial
role
transfer
knowledge
and
skills
into
teaching
performance.
However,
there
little
empirical
evidence
on
how
length
experience
affects
development
expertise
teacher
noticing.
In
particular,
research
been
conducted
facets
noticing—namely
perception,
interpretation,
decision-making—as
well
as
handling
cognitive
demands
while
applying
To
fill
this
gap,
present
study
investigates
noticing
master’s
students,
early-career
teachers,
experienced
teachers
context
secondary
mathematics
via
cross-sectional
comparison.
differences
between
three
groups
are
analyzed
based
participants’
ability
deal
with
an
established
video-based
instrument.
results
suggest
significant
increases
from
students
in-service
especially
mathematic-specific
areas.
Hardly
any
were
found
which
suggests
stagnation
skills.
showed
better
performance
decision-making
mathematics-related
items
knowledge-based
related
recent
topics
pedagogy
general
pedagogy.
This
result
emphasizes
prerequisites
for
It
also
highlights
that
not
directly
connected
experience.
Frontiers in Education,
Год журнала:
2023,
Номер
8
Опубликована: Окт. 24, 2023
Teachers’
noticing
as
a
basic
precondition
for
effective
teaching
is
characterized
by
focusing
on
relevant
events
in
the
classroom
and
ignoring
irrelevant.
In
recent
years,
many
researchers
have
used
eye-tracking
methodology
observations
to
gather
information
about
continuous
attentional
processes
of
teachers.
Despite
general
validity
eye–mind
assumption,
methodological
triangulation
necessary
draw
conclusions
where
why
focus
attention.
Although
previous
studies,
different
data
sources
like
gaze
verbal
been
used,
analyses
were
mostly
conducted
separately,
instead
directly
combining
data.
our
study,
we
collected
(retrospective
think-aloud;
RTA)
reaction-based
concurrent
measure
(keystroke)
assess
process
novice
experienced
teachers
(
N
=
52)
while
they
watched
staged
videos
situations.
For
direct
triangulation,
combined
these
with
The
aim
study
was
combine
both
measures
parameters
that
indicate
(fixation
count,
mean
fixation
duration,
revisits),
expertise.
We
found
participants
who
aware
critical
incidents
(they
gave
keystroke
or
mentioned
incident
RTA),
showed—as
expected—a
higher
number
fixations
more
revisits
appropriate
area,
but
comparable
duration.
However,
expertise
differences
regarding
accuracy
could
not
be
shown.
discuss
issues
implementation
RTA
measurements
because—despite
only
partially
significant
results—both
methods
are
promising
allow
complementation
possible
correction
eye-movement-only
