Show simple item record

dc.contributor.authorMuhonen, Heli
dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2022-10-21T10:54:28Z
dc.date.available2022-10-21T10:54:28Z
dc.date.issued2023
dc.identifier.citationMuhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2023). Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students. <i>Teaching and Teacher Education</i>, <i>121</i>, Article 103907. <a href="https://doi.org/10.1016/j.tate.2022.103907" target="_blank">https://doi.org/10.1016/j.tate.2022.103907</a>
dc.identifier.otherCONVID_159217686
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83624
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY 4.0
dc.subject.otherteachers' professional vision
dc.subject.othervisual focus of attention
dc.subject.otherknowledge-based reasoning
dc.subject.othermixed-method research
dc.subject.othereye-tracking
dc.titleProfessional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202210214940
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume121
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.subject.ysonäköhavainnot
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoopettajat
dc.subject.ysokatseenseuranta
dc.subject.ysokoululaiset
dc.subject.ysoopettajuus
dc.subject.ysoopetus
dc.subject.ysooppilaat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18975
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p8790
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.tate.2022.103907
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis 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).
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0