Noticing and Weighing Alternatives in the Reflection of Teaching: Evidence of Expertise Using Mobile Eye-Tracking

• In Event: Expanding Virtual Preservice Teacher Learning Through Simulated Practice, Virtual Placements, and Video Analysis

Abstract

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 use MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Experts’ and novices’ lessons were recoded with MET devices. Then, they commented on what they observe while watching their teaching videos. Our mixed methods approach indicated that experts mentioned more alternative teaching strategies, whereas novices noticed more events that were relevant to them. Novices were more critical of their own teaching than experts, particularly when they considered alternative teaching strategies. Practical implications for teacher education are discussed.

Authors

• Lena Keller, University of Potsdam

• Kai S. Cortina, University of Michigan

• Katharina Müller, University of Hannover

• Kevin F. Miller, University of Michigan