Using eye tracking to investigate student teachers’ monitoring
of complex pair work in English as a foreign language lessons

a 2018

Using eye tracking to investigate student teachers’ monitoring of complex pair work in English as a foreign language lessons

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ and Miroslav JANÍK

Basic information

Original name

Using eye tracking to investigate student teachers’ monitoring of complex pair work in English as a foreign language lessons

Authors

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ and Miroslav JANÍK

Edition

EARLI SIG 11 Conference 2018, 2018

Other information

Language

English

Type of outcome

Konferenční abstrakt

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Norway

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

Keywords (in Czech)

profesní vidění; eye-tracking; student

Keywords in English

professional vision; eye-tracking; student

Abstract

V originále

Classroom teaching places great demands on teachers as in each moment there are a number of stimuli competing for the teacher’s attention. Classrooms situations are characterised by their multidimensionality (many things happening), simultaneity (at the same time), immediacy (that need to be reacted to immediately) and unpredictability (Doyle, 1977). Teachers’ perception, interpreting, and understanding of the situations guides their decisions and is thus of utmost importance in the teaching and learning process. In order to help (especially beginning) teachers deal with this complexity, we need to understand the processes of their perception better. A lot of teacher research has thus focused on phenomena such as teachers’ professional vision (Sherin & van Es, 2009), noticing (Sherin, Jacobs, & Philipp, 2011) or ability to notice (Star & Strickland, 2008). Traditionally, the study of these phenomena is based on verbal comments on or ratings of classroom videos. In recent years, eye tracking methodology has been used to provide another dimension of our understanding of teachers’ perception of classroom situations (e.g. van den Bogert et al., 2014; Wolff et al., 2016). Our study contributes to this strand of research and aims to investigate how student teachers of English as a foreign language monitor classroom situations in which the class work all together (e.g. giving instructions to the whole class) or in which the pupils work in pairs when watching a video recording of such a classroom situation, namely how they distribute their visual attention with special focus on the most and the least active pupils and how they describe (label) these pupils. We showed 20 student teachers of English as a foreign language four classroom videos (approx. 1 to 1.5 minute long; two show pupils working in pairs; two show the class working as a whole) and asked them to observe and comment on the pupils’ activity. More specifically, before watching the videos we asked them if all the pupils were working on the given task or following the situation appropriately. We collected two types of data – teachers’ visual attention was monitored using SMI RED250MOBILE (250Hz); their verbal comments were recorded and transcribed. In the eye tracking data, we investigated the number and duration of fixations on the individual pupils. In the verbal data, we analysed whether the respondents identify pupils that are struggling or not working accordingly and how they comment on (or label) these pupils. The analysis is currently underway. The results will help us understand monitoring of complex classroom situations.

Links

GA17-15467S, research and development project

Name: Profesní vidění učitelů anglického jazyka v/po akci v komunikačních aktivitách perspektivou eye trackingu

Investor: Czech Science Foundation, English teachers’ professional vision in/on action in communicative activities from the perspective of eye tracking

Citovat

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ and Miroslav JANÍK. Using eye tracking to investigate student teachers’ monitoring of complex pair work in English as a foreign language lessons. In EARLI SIG 11 Conference 2018. 2018.

@proceedings{1422338,
   author = {Minaříková, Eva and Šmideková, Zuzana and Janík, Miroslav},
   booktitle = {EARLI SIG 11 Conference 2018},
   keywords = {professional vision; eye-tracking; student},
   language = {eng},
   title = {Using eye tracking to investigate student teachers’ monitoring of complex pair work in English as a foreign language lessons},
   year = {2018}
}

TY  - CONF
ID  - 1422338
AU  - Minaříková, Eva - Šmideková, Zuzana - Janík, Miroslav
PY  - 2018
TI  - Using eye tracking to investigate student teachers’ monitoring of complex pair work in English as a foreign language lessons
KW  - professional vision
KW  - eye-tracking
KW  - student
N2  - Classroom teaching places great demands on teachers as in each moment there are a number of stimuli competing for the teacher’s attention. Classrooms situations are characterised by their multidimensionality (many things happening), simultaneity (at the same time), immediacy (that need to be reacted to immediately) and unpredictability (Doyle, 1977). Teachers’ perception, interpreting, and understanding of the situations guides their decisions and is thus of utmost importance in the teaching and learning process. In order to help (especially beginning) teachers deal with this complexity, we need to understand the processes of their perception better. A lot of teacher research has thus focused on phenomena such as teachers’ professional vision (Sherin & van Es, 2009), noticing (Sherin, Jacobs, & Philipp, 2011) or ability to notice (Star & Strickland, 2008). Traditionally, the study of these phenomena is based on verbal comments on or ratings of classroom videos. In recent years, eye tracking methodology has been used to provide another dimension of our understanding of teachers’ perception of classroom situations (e.g. van den Bogert et al., 2014; Wolff et al., 2016). Our study contributes to this strand of research and aims to investigate how student teachers of English as a foreign language monitor classroom situations in which the class work all together (e.g. giving instructions to the whole class) or in which the pupils work in pairs when watching a video recording of such a classroom situation, namely how they distribute their visual attention with special focus on the most and the least active pupils and how they describe (label) these pupils. We showed 20 student teachers of English as a foreign language four classroom videos (approx. 1 to 1.5 minute long; two show pupils working in pairs; two show the class working as a whole) and asked them to observe and comment on the pupils’ activity. More specifically, before watching the videos we asked them if all the pupils were working on the given task or following the situation appropriately. We collected two types of data – teachers’ visual attention was monitored using SMI RED250MOBILE (250Hz); their verbal comments were recorded and transcribed. In the eye tracking data, we investigated the number and duration of fixations on the individual pupils. In the verbal data, we analysed whether the respondents identify pupils that are struggling or not working accordingly and how they comment on (or label) these pupils. The analysis is currently underway. The results will help us understand monitoring of complex classroom situations.
ER  -

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