Using Professional Vision to Look Behind the Scenes: How do Teachers Make Decisions?
Facilitator: Irene T. Skuballa
Classroom management and instructional support are key to high quality teaching. Both are influenced by teachers’ expertise and may translate into teacher-student interactions and even students’ achievements. The rapidity and simultaneity of events in classrooms make it difficult to capture the decision-making processes in classrooms during teaching. To understand the underlying cognitive and metacognitive processes of teachers during the process of teaching, we will introduce the method of eye tracking and video-cued retrospective verbal protocols.
In this hands-on workshop, we will introduce the participants to eye tracking glasses, run a brief simulation and discuss its potentials for training teacher reflection and awareness.
References for further reading:
Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413–428. doi:10.1016/j.compedu.2018.06.023
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Competence viewed as a continuum. Zeitschrift Für Psychologie, 223(1), 3–13. doi:10.1027/2151-2604/a000194
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, 37, 208-216