Expert teachers show expertise-related eye movement patterns in some classroom tasks but not others, indicating task and context specificity¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Expert teachers tended to make more fixations on uninterested, underestimated, and struggling students than novices when evaluating student profiles, though the statistical evidence is weak. → Kaakinen 2021 q2 i? Expert teachers made more fixations on the disrupted student during a critical incident than novices, and experts who reported noticing the incident fixated it more and longer than those who did not. → Kaakinen 2021 (2) q2 i? In a mobile eye tracking math instruction study, expertise effects in eye gaze behavior were not found; both experts and novices engaged in 'checking in' gaze shifts, but during different instruction types. → Kaakinen 2021 (3)

Evidence¶

Kaakinen 2021¶

Kaakinen, J. K. (2021). What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue. Educational Psychology Review, 33, 169-179. https://doi.org/10.1007/s10648-020-09573-7

q2 · i? · review · r2

The commentary reports, citing Seidel et al. in the Special Issue, that experts' eye movement pattern while evaluating student profiles differed from novices, with more fixations on students needing attention. The author states "the statistical evidence is rather weak." No effect size is printed.

"Seidel at al. (this issue) report that expert teachers show a different pattern of eye movements while evaluating students ' profiles on a video than novices: they tend to make more fixations on uninterested, underestimated, and struggling students. Unfortunately the statistical evidence is rather weak."

Kaakinen 2021 (2)¶

Kaakinen, J. K. (2021). What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue. Educational Psychology Review, 33, 169-179. https://doi.org/10.1007/s10648-020-09573-7

q2 · i? · review · r2

The commentary reports, citing Wyss et al. in the Special Issue, that expert teachers viewing a classroom video with a critical incident fixated the disrupted student more than novices, and that the six experts who reported noticing the incident looked longer at the student. No effect size is printed.

"A more detailed analysis revealed that the six expert teachers who reported noticing the critical incident made more fixations and spent longer time looking at the student during the incident than participants who did not report noticing the incident."

Kaakinen 2021 (3)¶

Kaakinen, J. K. (2021). What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue. Educational Psychology Review, 33, 169-179. https://doi.org/10.1007/s10648-020-09573-7

q2 · i? · review · r2

The commentary reports, citing Pouta et al. in the Special Issue, a mobile eye tracking study of expert and novice teachers during math instruction. Both groups made 'checking in' gaze shifts from materials to student, but experts did so during supporting and novices during non-supporting instructions. No effect size is printed.

"In contrast, Pouta and colleagues (this issue) did not find expertise effects in eye gaze behavior."

Discussion¶

Related Claims¶

• Expert teachers fixate more on struggling, underestimating, and uninterested students during individual seatwork, while novices show longer fixations on strong and overestimating students — possibly the same claim (merge candidate)
• Experienced teachers diagnose underestimating, overestimating, and uninterested student profiles more accurately than novices, with partial eye-tracking support — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related
• Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers — related
• Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type — related
• Expert and novice teachers do not differ significantly in overall judgment accuracy of five student characteristic profiles, though experts judge inconsistent profiles more accurately — related
• Experienced teachers can deduce student engagement profiles from visual observation, while beginning teachers struggle — related
• Eye tracking can be used to study student engagement, teacher expertise, and teacher-student interaction in naturalistic classroom contexts — related