Teachers’ gaze patterns could reveal the different priorities expert teachers and novice teachers have in their classrooms, according to a recent study published in Learning and Instruction.
Using eye-tracking glasses, Nora McIntyre and colleagues investigated how gaze proportions might be different for teachers of different expertise and culture, indicating differences in teachers’ priorities. Twenty secondary school teachers from Hong Kong and twenty secondary school teachers from the UK participated in this study. Teachers were considered as expert teachers if they had six years’ or more experience, were selected by their school leadership as experts in teaching, had professional membership within the field of teaching, and scored highly in performance ratings.
Teachers’ gaze proportions were measured during questioning (information seeking) and lecturing (information giving) in normal timetabled lessons, for their gaze frequencies on the pupils, pupil materials, teacher materials, and non-instructional areas (such as door, windows). The findings were as follows:
- Regardless of culture, expert teachers prioritised their gaze to pupils during both questioning and lecturing, while beginning teachers prioritised non-instructional classroom areas.
- HK teachers prioritised their gazes to teacher materials, while UK teachers prioritised it to non-instructional areas during lecturing.
- HK expert teachers also used more teacher materials gaze than the UK expert teachers.
The authors suggest that the finding of prioritisation of gaze to pupils by expert teachers was consistent with other research since prioritisation of pupils deepens pupils’ understanding of the subject, emotional security, security with peers, and their interest in subject materials.
Source: Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures (April 2019), Learning and Instruction, volume 60