Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
Muhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2023). Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students. Teaching and Teacher Education, 121, Article 103907. https://doi.org/10.1016/j.tate.2022.103907
Published inTeaching and Teacher Education
© 2022 The Authors. Published by Elsevier Ltd.
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 explains their visual focus of attention to whole class and individual students. We found that teachers' descriptions of students' social relations and emotions associated positively with teachers' visual focus of attention to the whole class. Teachers' descriptions of teacher-related information/elaboration and pedagogy linked negatively with teachers' visual focus of attention to individual students. The findings suggest that teachers' visual focus of attention to students may vary depending on the reasons that guide teachers’ attention.
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF
Additional information about fundingThis study was funded by the Academy of Finland (No. 317610) and the Finnish Cultural Foundation. The design of the knowledge-based reasoning analysis framework was supported by the New York University Abu Dhabi Research Enhancement Fund (No. RE059).
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