Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students : An eye-tracking study
Chaudhuri, S., Muhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2022). Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students : An eye-tracking study. Learning and Individual Differences, 98, Article 102179. https://doi.org/10.1016/j.lindif.2022.102179
Published inLearning and Individual Differences
© 2022 The Authors. Published by Elsevier Inc.
This study investigated how teachers' visual focus of attention is associated with students' basic academic skills and teachers' individual support for students in basic academic skills in authentic classroom settings. Teachers' (N = 46) visual focus of attention in the classroom was measured with mobile eye-tracking, and students' (N = 879) literacy and math skills were tested in Grade 1. The results revealed that teachers' visual focus of attention in terms of fixation counts correlated with students' basic academic skills and teachers' individual support for students in literacy and math. Two case studies showed that teachers' visual focus of attention varied among students with different teacher-reported individual support. It might indicate that the number of students with high teacher individual support in the classroom could influence how evenly teachers are able to distribute their attention. The practical implications of our findings suggest that it is essential to ensure the appropriate distribution of students who require greater individual support so these students can receive more of the teachers' visual focus of attention in the classrooms. ...
ISSN Search the Publication Forum1041-6080
Publication in research information system
MetadataShow full item record
Related funder(s)Finnish Work Environment Fund; Academy of Finland
Funding program(s)Others; Academy Project, AoF
Additional information about fundingThis work was supported by Academy of Finland: [Grant Number 317610]; Ella and Georg Ehrnrooth Foundation; Työsuojelurahasto (Finnish Work Environment Fund).
Showing items with similar title or keywords.
Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students Muhonen, Heli; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Elsevier, 2023)This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning ...
Opettajien ja oppilaiden stressi ja vuorovaikutus luokassa (TESSI) Pakarinen, Eija; Lerkkanen, Marja-Kristiina (University of Jyväskylä, 2021)Opettajan ja oppilaiden välinen vuorovaikutus on keskeinen opetuksen laadun määrittäjä. Opettajan visuaalisen huomion kiinnittyminen säätelee vuorovaikutusta ja oppilaiden koulukokemuksia. Opettajan työhön liittyy monia ...
Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being Schwab, Susanne; Lindner, Katharina-Theresa; Savolainen, Hannu (Routledge, 2022)Most studies, to date, have ignored variance in teachers’ self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. ...
The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H. (SAGE Publications, 2022)Student–teacher relationships are crucial for adolescents’ adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents ...
Towards student-centred pedagogy : action research with Ethiopian village school teachers Keski-Mäenpää, Kati (University of Jyväskylä, 2018)This study is an action research that was planned and implemented with 23 Ethiopian Village School teachers. The action of the four year project concentrated on developing new, student-centred teaching methods instead ...