Using eye-tracking to investigate differences in teachers’ professional vision IN action and ON action

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00107688" target="_blank" >RIV/00216224:14410/19:00107688 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Using eye-tracking to investigate differences in teachers’ professional vision IN action and ON action

Popis výsledku v původním jazyce

Classroom teaching places great demands on teachers as in each moment there are a number of stimuli competing for the teacher’s attention. Teachers’ perception, interpreting, and understanding of these situations guides their decisions and is thus of utmost importance in the teaching and learning process. A lot of teacher research has focused on phenomena such as teachers’ professional vision (Sherin &amp; van Es, 2009), noticing (Sherin, Jacobs &amp; Philipp, 2011) or ability to notice (Star &amp; Strickland, 2008). So far, most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been taken to tell us about teachers’ professional vision. Recently, studies explore professional vision during the act of teaching through the use of mobile eye-tracking glasses. In our research, we recorded eye-tracking data through eye-tracking glasses in the act of teaching. After each lesson, we selected short clips from the lesson recorded by a static camera aiming at pupils and showed them to the same teacher (i.e. providing similar setting as traditional studies on professional vision) whilst recording eye-movements and gaze behavior data through screen-based eye-tracker. This gives us a unique opportunity to look at the same situation from two very different points of view - as professional vision IN action and ON action. The results aim to open a discussion about our understanding of professional vision in different contexts and about our existing research on this phenomenon.

Název v anglickém jazyce

Using eye-tracking to investigate differences in teachers’ professional vision IN action and ON action

Popis výsledku anglicky

Classroom teaching places great demands on teachers as in each moment there are a number of stimuli competing for the teacher’s attention. Teachers’ perception, interpreting, and understanding of these situations guides their decisions and is thus of utmost importance in the teaching and learning process. A lot of teacher research has focused on phenomena such as teachers’ professional vision (Sherin &amp; van Es, 2009), noticing (Sherin, Jacobs &amp; Philipp, 2011) or ability to notice (Star &amp; Strickland, 2008). So far, most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been taken to tell us about teachers’ professional vision. Recently, studies explore professional vision during the act of teaching through the use of mobile eye-tracking glasses. In our research, we recorded eye-tracking data through eye-tracking glasses in the act of teaching. After each lesson, we selected short clips from the lesson recorded by a static camera aiming at pupils and showed them to the same teacher (i.e. providing similar setting as traditional studies on professional vision) whilst recording eye-movements and gaze behavior data through screen-based eye-tracker. This gives us a unique opportunity to look at the same situation from two very different points of view - as professional vision IN action and ON action. The results aim to open a discussion about our understanding of professional vision in different contexts and about our existing research on this phenomenon.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-15467S" target="_blank" >GA17-15467S: Profesní vidění učitelů anglického jazyka v/po akci v komunikačních aktivitách perspektivou eye trackingu</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů