2021/12/09 by Lena Keller, Kai S. Cortina, Katharina Müller +1 · 1 citation
Computer Science · Psychology · Social Sciences · #Educational Environments and Student Outcomes #Virtual Reality Applications and Impacts #Visual and Cognitive Learning Processes
paper · pdf · doi:10.1007/s11251-021-09570-5
crossref issued 2021/12/09 · crossref published 2021/12/09 · crossref published-online 2021/12/09 · openalex publication_date 2021/12/09 · crossref created 2021/12/09 · crossref deposited 2022/03/31 · crossref published-print 2022/04/01 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/01
Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.