How does learners’ behavior attract preservice teachers’ attention during teaching?

Patricia Goldberg, Jakob Schwerter, Tina Seidel, Katharina Müller, Kathleen Stürmer

Research output: Contribution to journalArticlepeer-review

30 Scopus citations

Abstract

Teachers need to continuously monitor students’ engagement in classrooms, but novice teachers have difficulties paying attention to individual behavioral cues in all learners. To investigate these interaction processes in more detail, we re-analyzed eye-tracking data from preservice teachers teaching simulated learners who engaged in different behaviors (Stürmer, Seidel, Müller, Häusler, & Cortina, 2017). With a new methodological approach, we synchronized the data with a continuous annotation of observable student behavior and conducted time series analysis on 3646 s of video material. Results indicate that novice teachers’ attention is attracted most often when learners show (inter)active learning-related behavior.

Original languageEnglish
Article number103213
JournalTeaching and Teacher Education
Volume97
DOIs
StatePublished - Jan 2021

Keywords

  • Mobile eye-tracking research
  • Multinomial regression
  • Student behavior
  • Teacher-student interaction
  • Teachers’ attention
  • Time series analysis

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