Guiding Attention: An Eye-Tracking Study on Preservice Teachers’ Goals and Noticing of Classroom Interactions (Poster 2)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

Teachers’ goals matter for teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into teaching behaviors remain unclear. We investigated how goals are associated with attentive processing of classroom events. Eye movements of 51 preservice teachers were recorded through eye-tracking while they observed a video of an 11th-grade mathematics classroom; beforehand their goals were assessed in an interview. Goals directed at individual students resulted in more frequent and prolonged fixations; goals targeting the entire classroom led to a broader, more bottom-up-driven distribution of attention. Differences between different types of goals were found. This highlights the importance of integrating teacher motivation with professional vision to understand the cognitive pathways linking motivation to teaching behaviors.

Authors

• Martin Daumiller, Ludwig Maximilian University of Munich

• Ricardo Böheim, Technical University of Munich

• Aldin Alijagic, University of Augsburg

• Doris Lewalter, Technical University of Munich

• Andreas Gegenfurtner, University of Augsburg

• Tina Seidel, Technical University of Munich

• Markus Dresel, University of Augsburg