Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2022 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · 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? Novice teachers noticed more negative (43.6%) than positive (26.1%) classroom events, while expert teachers noticed more positive (47%) than negative (18.8%) events. → 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
Loglinear analysis of 645 coded noticing clauses from 37 teachers showed a significant Noticing × Expertise association (χ2 = 46.6, df = 2, p < .001 in the crosstabulation). "Novice teachers noticed more negative classroom events (43.6%) than positive class- room events (26.1%)"; experts showed the reverse pattern. No standardized effect size was printed.
"Novice teachers noticed more negative classroom events (43.6%) than positive class- room events (26.1%), whereas the opposite was true for expert teachers with 18.8% nega- tive and 47% positive commentary (Table 4)."
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 classroom events they notice when reflecting on their own MET video footage — related
- The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender — a broader claim this one bears on
- Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — 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
- Teaching experience is associated with higher frequency of mental/perceptual and action/event words in think-aloud about classroom scenes — related
- Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
novices-more-negative-noticing-valence |
title |
Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos |
description |
Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — keller-2022 |
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