Design training videos that utilize experts' ways of seeing and thinking to develop novices' professional vision¶

Strategy · All strategies
Evidence · 9 claims (9 for) · 5 studies (3 associational, 2 theoretical), q1–q3 · 1 of 5 report an effect size · 8 claims rest on one study

Description¶

The article recommends that, given the visual nature of classroom events, teacher education design "training videos which utilize experts' ways of seeing and thinking about classroom events" to support novices in analyzing complex classroom situations. Drawing attention to the signals and events experts consider relevant can set goals for novices about what information to be vigilant about, and exposing teachers-in-training to experts' interpretations may heighten withitness by supporting perceptual, comprehension, and projection capabilities.

Design Implications¶

Context¶

Requirements¶

• Training activities should draw attention to the signals and events that experts consider relevant

Constraints¶

• The article notes there is no substitute for the practical knowledge teachers develop through their own classroom experience

Target Learners¶

• pre-service and novice teachers

Target Learning Goals¶

• professional vision
• situational awareness
• classroom event interpretation

Affordances¶

• Cm Scripts Situational Awareness Model

Claims¶

• Expert teachers' visual attention is a focused, knowledge-driven search while novices' is scattered and image-driven [+W]
• Experts show rapid pattern recognition and instantaneous visceral decision-making, while novices rely on prolonged deliberate analysis that may lag events [+W]
• Experts respond to classroom events predictively and proactively via precursor detection, while novices are either unaware or reactively aware [+W]
• Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior [+W]
• Experts perceive classroom situations in terms of groups of students while novices devote more visual attention to individual students [+W]
• Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type [+W]
• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants [+W]
• Experienced teachers can deduce student engagement profiles from visual observation, while beginning teachers struggle [+W]
• Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Charlotte E. Wolff, Halszka Jarodzka, Henny P.A. Boshuizen. (2020). Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers' Knowledge and Awareness of Classroom Events. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09542-0