First steps into understanding teachers' visual perception of classroom events.

N.J. Bogert, van den, J.M. Bruggen, van, D. Kostons, W.M.G. Jochems

    Research output: Contribution to journalArticleAcademicpeer-review

    102 Citations (Scopus)
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    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.
    Original languageEnglish
    Pages (from-to)208-216
    Number of pages9
    JournalTeaching and Teacher Education
    Publication statusPublished - 2014


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