Keeping an Eye on Learning

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Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “…Goodwin 1994) shows that with increasing experience, teachers are capable of picking up visual cues from video recordings of authentic classroom lessons (Van den Bogert et al. 2014; Wolff et al. 2016; Yamamoto and Imai-Matsumura 2013) and interpret them appropriately (Wolff et al. 2015, 2017).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “Furthermore, novices tend to have more scattered and disjointed reasoning and fail to make connections between teachers’ and students’ actions, whereas expert teachers are able to adopt multiple points of view and integrate them while maintaining continuity of events (Wolff et al. 2015); hence, qual”
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “…actions and events themed around student learning, consider management concerns from multiple points of view (their own, that of students, and that of another teacher), predict problems before they intensify, and keep track of the continuity of classroom events and interactions (Wolff et al. 2015).”