Experienced and student teachers establish joint attention with pupils at different moments during instruction¶

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? Pouta, Lehtinen, and Palonen showed that experienced and student teachers used different moments during their instruction of fractions in mathematics to establish joint attention with their pupils. → 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 Pouta et al.'s mobile eye-tracking study of experienced and student teachers during frontal teaching and pupil-teacher interaction episodes, capturing what teachers looked at and how they interpreted it via retrospective verbal protocols. The review attributes the finding to the authors.

"the authors showed that apart from other differences in their professional vision, both groups used different moments during their instruction of fractions in mathematics to establish joint attention with their pupils."

Discussion¶

Related Claims¶

• Joint attention between teachers and pupils depends on situational differences and teachers' agency and communion — related
• Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching — related
• Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations — related