Use expert teachers' gaze sequences, tailored to cultural context, as a template in professional development¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article recommends that professional development programmes attend to the cognitive models of expert teachers as revealed by their gaze sequences. Because "the order in which teachers look at differing regions of the classroom matters", novices can go beyond increasing eye contact to consider "the order in which they do things in classroom teaching". The article also stresses that the optimal model must take culture into consideration, since expertise manifests differently across cultural settings.

Design Implications¶

Context¶

Requirements¶

• Access to expert teachers' gaze sequences or sequential patterns from the same cultural setting as the novices being trained

Constraints¶

• Expert teachers do not develop a universally uniform cognitive model regardless of culture; the model must take culture into consideration
• Post hoc power for some analyses was below the conventional standard

Target Learners¶

• novice secondary school teachers

Target Learning Goals¶

• developing expert-like, culture-appropriate classroom gaze and attentional strategies

Affordances¶

• Scanpath Theory Teacher Cognitive Models

Claims¶

• Expert teachers begin gaze sequences with student fixation and return to students throughout, whereas Hong Kong experts intersperse student scans that UK experts never use [+W]
• Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze [+W]
• Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Nora A. McIntyre & Tom Foulsham. (2018). Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms. Instructional Science 46, 435-455. https://doi.org/10.1007/s11251-017-9445-x