How Can We Instruct Preservice Teachers to Notice Relevant Classroom Situations in Classroom Videos?

• In Event: Innovative Approaches to Teacher Development, Classroom Observations, and Addressing Educational Inequities

Abstract

For noticing relevant information in classroom videos, pre-service teachers need instructions to guide their attention to important situations. How to guide attention, however, is yet unclear. In this study, 135 participants were randomly assigned to one of two experimental conditions: a specific instruction before video viewing (n=45) and prompts during video viewing (n=45). A general task instruction served as a control group (n=45). Both experimental conditions seem to have an attention-guiding effect on an outcome level. On a process level, we analyzed eye-tracking data in two different situations. Pre-service teachers showed a similar monitoring behavior in both experimental conditions. For noticing critical situations, however, prompts seem to guide attention more efficiently. Implications for pre-service teacher education are discussed.

Authors

• Sylvia Gabel, University of Augsburg

• Andreas Gegenfurtner, University of Augsburg