Noticing of Preservice Teachers, In-Service Teachers, and School Principals: Evidence From an Eye-Tracking Study

• In Event: Conceptualizing and Enacting Equity-Focused STEM Instruction

Abstract

The aim of this eye tracking study was to examine expertise differences in mathematics teacher noticing. A total of 75 participants (25 pre-service teachers, 25 in-service teachers, and 25 school principals) were presented with photographs of classroom situations briefly shown for 3s. Results suggest that teachers and instructional material were fixated more and longer than students. Adopting a gendered perspective on mathematics education, male students were fixated more than female students. This study is among the first to compare eye movements of novice and expert teachers with school leaders. The findings inform teacher education associated with video clubs, Lesson Study, and replays of experienced teachers’ eye movements as a modeling example for teacher candidates.

Authors

• Andreas Gegenfurtner, University of Augsburg

• Hans Gruber, University of Regensburg

• Doris Lewalter, Technical University of Munich

• Erno A. Lehtinen, University of Turku

• Kenneth Holmqvist, University of Regensburg

• Jan Vermunt, Eindhoven University of Technology