Simultaneity and classroom videos: What do pre-service and
in-service teachers pay attention to when observing a two-angle
classroom video?

k 2023

Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video?

MINAŘÍKOVÁ, Eva, Miroslav JANÍK and Zuzana JUŘÍKOVÁ

Basic information

Original name

Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video?

Authors

MINAŘÍKOVÁ, Eva, Miroslav JANÍK and Zuzana JUŘÍKOVÁ

Edition

International Study Association on Teachers and Teaching Conference, 2023

Other information

Language

English

Type of outcome

Prezentace na konferencích

Country of publisher

Italy

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

Keywords in English

eyetracking, student teachers, experienced teachers, visual attention, video in teacher education

Abstract

V originále

Even though the use of video in teacher education has been widely discussed, the actual type of video in terms of the viewing angle of the classroom has received little attention (Gaudin & Chaliès, 2015). This study investigated what teachers focus on when they view a video of a classroom situation taken from two different angles – the teacher’s and the pupils’ points of view. Further, the study investigated the differences in perceptions between student teachers and experienced teachers, and between the participants’ first and second viewing of the same video. Teachers (n=11) and student teachers (n=13) watched a video of a real classroom situation divided into two halves – the top half of the screen showed the teacher, and the bottom half of the screen showed the pupils. Their eye movements were captured; the dwell time was measured for the top and the bottom half of the screen and also for the teacher / individual pupils specifically. Even though it might seem that when given a choice between observing the teacher and the pupils, participants would focus on pupils as this represents what they see when teaching, the opposite is the case. Both groups paid more attention to the teacher during the first viewing. During the second viewing, their focus shifted to the pupils. This has important implications for working with videos in teacher education – each iteration of viewing a classroom video is different and needs to be worked with accordingly (e.g., in the type of task set).

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, Miroslav JANÍK and Zuzana JUŘÍKOVÁ. Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video? In International Study Association on Teachers and Teaching Conference. 2023.

@proceedings{2367605,
   author = {Minaříková, Eva and Janík, Miroslav and Juříková, Zuzana},
   booktitle = {International Study Association on Teachers and Teaching Conference},
   keywords = {eyetracking, student teachers, experienced teachers, visual attention, video in teacher education},
   language = {eng},
   title = {Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video?},
   year = {2023}
}

TY  - CONF
ID  - 2367605
AU  - Minaříková, Eva - Janík, Miroslav - Juříková, Zuzana
PY  - 2023
TI  - Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video?
KW  - eyetracking, student teachers, experienced teachers, visual attention, video in teacher education
N2  - Even though the use of video in teacher education has been widely discussed, the actual type of video in terms of the viewing angle of the classroom has received little attention (Gaudin & Chaliès, 2015). This study investigated what teachers focus on when they view a video of a classroom situation taken from two different angles – the teacher’s and the pupils’ points of view. Further, the study investigated the differences in perceptions between student teachers and experienced teachers, and between the participants’ first and second viewing of the same video. Teachers (n=11) and student teachers (n=13) watched a video of a real classroom situation divided into two halves – the top half of the screen showed the teacher, and the bottom half of the screen showed the pupils. Their eye movements were captured; the dwell time was measured for the top and the bottom half of the screen and also for the teacher / individual pupils specifically. Even though it might seem that when given a choice between observing the teacher and the pupils, participants would focus on pupils as this represents what they see when teaching, the opposite is the case. Both groups paid more attention to the teacher during the first viewing. During the second viewing, their focus shifted to the pupils. This has important implications for working with videos in teacher education – each iteration of viewing a classroom video is different and needs to be worked with accordingly (e.g., in the type of task set).
ER  -

MINAŘÍKOVÁ, Eva, Miroslav JANÍK and Zuzana JUŘÍKOVÁ. Simultaneity and classroom videos: What do pre-service and in-service teachers pay attention to when observing a two-angle classroom video? In \textit{International Study Association on Teachers and Teaching Conference}. 2023.

Detailed Information on Publication Record