Enhancing Preservice Teachers' Professional Vision: Is There a Difference Between Providing Specific Tasks and Prompting?

• In Event: Preservice Teacher Education in International Contexts

Abstract

Implementing videos in pre-service teacher programs are effective formats for developing teacher professional vision. Based on previous investigations that tested the effectiveness of minimal interventions to support professional vision and classroom management competencies of pre-service teachers, this study explored the extent to which a sample of 85 pre-service teachers differed in two minimal interventions—providing specific task instructions before watching the video or providing prompts during the video—in terms of their noticing of classroom management situations. Differences were analyzed with respect to the number, accuracy, and velocity of identified classroom management situations. T-tests revealed that both interventions tended to produce a similar attention-guiding effect on noticing. Implications for pre-service teacher education and directions for further eye-tracking research are discussed.

Authors

• Sylvia Gabel, University of Augsburg
  Presenting Author

• Andreas Gegenfurtner, University of Augsburg
  Non-Presenting Author