Combining eye-tracking with verbal reports can capture differences between more- and less-experienced teachers in detecting critical incidents¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wyss, Rosenberger, and Bührer found evidence that combining eye-tracking and verbal reports has the potential to capture differences between more- and less-experienced teachers, particularly for those who detected the critical incident. → Jarodzka 2020

Evidence¶

Jarodzka 2020¶

Jarodzka, H., Skuballa, I., & Gruber, H. (2020). Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09565-7

q2 · i? · review · r2

The review reports Wyss et al.'s video-based study in which teacher educators' detection (eye-tracking) and interpretation (verbal reports) of critical incidents were compared with student teachers'. The combination of methods, the review notes, allows understanding not only what and where a teacher looked but also why.

"they found evidence that the combination of eye-tracking and verbal reports has the potential to capture differences between more- and less-experienced teachers, in particular for those who have detected the critical incident."

Discussion¶

Related Claims¶

• Only a minority of teacher educators interpreted a critical classroom-management incident as theoretically expected, despite marked eye-tracking differences — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related