Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Expert and novice teachers did not differ significantly in the number of noticed classroom events while watching their own MET video footage. → Keller 2022
Evidence¶
Keller 2022¶
Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2022). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science. https://doi.org/10.1007/s11251-021-09570-5
q3 · i? · associational · r1
T-test comparison of 37 teachers (19 novices, 18 experts) reflecting on their own MET videos found no significant difference in noticed events: "M Diff = −0.56, 95% CI [–14.18, 13.06], p = .933". This contradicted Hypothesis 1.
"expert and novice teachers did not differ significantly in the number of noticed classroom events (M Diff = −0.56, 95% CI [–14.18, 13.06], p = .933; Hypothesis 1)"
Discussion¶
Learner Variables¶
- Prior Knowledge — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Expert and novice teachers do not differ significantly in the number of alternative teaching strategies they mention when reflecting on their own MET videos — related
- Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos — related
- Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often — related
- The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expert-novice-no-difference-noticed-events-met |
title |
Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage |
description |
Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — keller-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.