Teachers' Professional Vision: Teachers' Gaze During the Act of
Teaching and After the Event

J 2021

Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ, Miroslav JANÍK a Keneth Bo-Ingvar HOLMQVIST

Základní údaje

Originální název

Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event

Autoři

MINAŘÍKOVÁ, Eva (203 Česká republika, domácí), Zuzana ŠMIDEKOVÁ (703 Slovensko, domácí), Miroslav JANÍK (203 Česká republika, domácí) a Keneth Bo-Ingvar HOLMQVIST (752 Švédsko)

Vydání

Frontiers in Education, LAUSANNE, FRONTIERS MEDIA SA, 2021, 2504-284X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/21:00119280

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.3389/feduc.2021.716579

UT WoS

000697101000001

Klíčová slova anglicky

gaze; eye-tracking; professional vision; teacher; remote; mobile

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 17. 1. 2022 08:43, Dana Nesnídalová

Anotace

V originále

To date most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been used to tell us about a teacher's professional vision. Recently, however, new studies explore professional vision during the act of teaching through the use of mobile eye-tracking. This novel approach poses the question: how do these two "professional visions" differ? Visual attention represented by gaze was used as a proxy to studying professional vision (specifically its noticing component). To achieve this, eye-tracking as a data collection method was used. We worked with three teachers and employed eye-tracking glasses to record teacher eye movements during teaching (4 lessons per teacher; labelled as IN mode). After each lesson, we selected short clips from the lesson recorded by a static camera aimed at pupils and showed them to the same teacher (i.e., providing a similar setting as traditional studies on professional vision) while recording eye movements and gaze behavior data through a screen-based eye-tracker (labelled as ON mode). The two modes differ and due to these differences, comparison is difficult. However, by overlaying them and describing them in detail we want to highlight the exact variance observed. A comparison between IN vs ON condition in terms of dwell time on the same students in either condition was made using both quantitative (correlation) and qualitative (timeline comparison) methods. The findings suggest that the greatest differences in attention given to individual pupils occur when a pupil who was interacted with during the situation is missing from the view in the video recording. Even though individual differences are present in the patterns of gaze in IN and ON modes, the teachers in our sample consistently monitored more pupils more often in the ON mode than in the IN mode. On the other hand, the IN mode was mostly characterized by focused gaze on the pupil that the teacher interacted with in the moment with few side glances. The results aim to open a discussion about our understanding of professional vision in different contexts and about how current research may need to expand its outlook.

Návaznosti

GA17-15467S, projekt VaV

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

Investor: Grantová agentura ČR, Profesní vidění učitelů anglického jazyka v/po akci v komunikačních aktivitách perspektivou eye trackingu

Citovat

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ, Miroslav JANÍK a Keneth Bo-Ingvar HOLMQVIST. Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event. Frontiers in Education. LAUSANNE: FRONTIERS MEDIA SA, 2021, roč. 6, SEP 3 2021, s. 1-18. ISSN 2504-284X. Dostupné z: https://dx.doi.org/10.3389/feduc.2021.716579.

@article{1798645,
   author = {Minaříková, Eva and Šmideková, Zuzana and Janík, Miroslav and Holmqvist, Keneth BoandIngvar},
   article_location = {LAUSANNE},
   article_number = {SEP 3 2021},
   doi = {http://dx.doi.org/10.3389/feduc.2021.716579},
   keywords = {gaze; eye-tracking; professional vision; teacher; remote; mobile},
   language = {eng},
   issn = {2504-284X},
   journal = {Frontiers in Education},
   title = {Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event},
   url = {https://www.frontiersin.org/articles/10.3389/feduc.2021.716579/full},
   volume = {6},
   year = {2021}
}

TY  - JOUR
ID  - 1798645
AU  - Minaříková, Eva - Šmideková, Zuzana - Janík, Miroslav - Holmqvist, Keneth Bo-Ingvar
PY  - 2021
TI  - Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event
JF  - Frontiers in Education
VL  - 6
IS  - SEP 3 2021
SP  - 1-18
EP  - 1-18
PB  - FRONTIERS MEDIA SA
SN  - 2504284X
KW  - gaze
KW  - eye-tracking
KW  - professional vision
KW  - teacher
KW  - remote
KW  - mobile
UR  - https://www.frontiersin.org/articles/10.3389/feduc.2021.716579/full
N2  - To date most of our knowledge on professional vision has relied on verbal data or questionnaires that used classroom videos as prompts. This has been used to tell us about a teacher's professional vision. Recently, however, new studies explore professional vision during the act of teaching through the use of mobile eye-tracking. This novel approach poses the question: how do these two "professional visions" differ? Visual attention represented by gaze was used as a proxy to studying professional vision (specifically its noticing component). To achieve this, eye-tracking as a data collection method was used. We worked with three teachers and employed eye-tracking glasses to record teacher eye movements during teaching (4 lessons per teacher; labelled as IN mode). After each lesson, we selected short clips from the lesson recorded by a static camera aimed at pupils and showed them to the same teacher (i.e., providing a similar setting as traditional studies on professional vision) while recording eye movements and gaze behavior data through a screen-based eye-tracker (labelled as ON mode). The two modes differ and due to these differences, comparison is difficult. However, by overlaying them and describing them in detail we want to highlight the exact variance observed. A comparison between IN vs ON condition in terms of dwell time on the same students in either condition was made using both quantitative (correlation) and qualitative (timeline comparison) methods. The findings suggest that the greatest differences in attention given to individual pupils occur when a pupil who was interacted with during the situation is missing from the view in the video recording. Even though individual differences are present in the patterns of gaze in IN and ON modes, the teachers in our sample consistently monitored more pupils more often in the ON mode than in the IN mode. On the other hand, the IN mode was mostly characterized by focused gaze on the pupil that the teacher interacted with in the moment with few side glances. The results aim to open a discussion about our understanding of professional vision in different contexts and about how current research may need to expand its outlook.

ER -

MINAŘÍKOVÁ, Eva, Zuzana ŠMIDEKOVÁ, Miroslav JANÍK a Keneth Bo-Ingvar HOLMQVIST. Teachers' Professional Vision: Teachers' Gaze During the Act of Teaching and After the Event. \textit{Frontiers in Education}. LAUSANNE: FRONTIERS MEDIA SA, 2021, roč.~6, SEP 3 2021, s.~1-18. ISSN~2504-284X. Dostupné z: https://dx.doi.org/10.3389/feduc.2021.716579.

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