TY - JOUR
T1 - First steps into understanding teachers' visual perception of classroom events.
AU - Bogert, van den, N.J.
AU - Bruggen, van, J.M.
AU - Kostons, D.
AU - Jochems, W.M.G.
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
U2 - 10.1016/j.tate.2013.09.001
DO - 10.1016/j.tate.2013.09.001
M3 - Article
SN - 0742-051X
VL - 37
SP - 208
EP - 216
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -