Abstract

Student-teachers struggle to become competent at classroom management. To do so, Berliner (2001) and Feldon (2007) argue for the significance of speedy and accurate recognition of relevant cues for teacher action in the classroom. However, studies investigating how teachers obtain this information from the classroom are scarce. This study employed eye-tracking methodology to investigate teachers' visual perception and detection of classroom events. Results show that experienced teachers process visual information faster, and consistently check up on pupils more regularly. Also they are able to distribute their attention evenly across the classroom. Recommendations for future research and practical implications are discussed.

Citation

van den Bogert, N., van Bruggen, J., Kostons, D. & Jochems, W. (2014). First steps into understanding teachers' visual perception of classroom events. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 208-216. Elsevier Ltd. Retrieved February 20, 2020 from https://www.learntechlib.org/p/202539/.

Keywords

• classroom management
• education
• Eye-tracking
• Teacher expertise
• teaching