Student Characteristics in the Eyes of Teachers Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze

The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimatin...

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Vydané v:	Educational psychology review Ročník 33; číslo 1; s. 69 - 89
Hlavní autori:	Seidel, Tina, Schnitzler, Katharina, Kosel, Christian, Stürmer, Kathleen, Holzberger, Doris
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York Springer Science + Business Media 01.03.2021 Springer US Springer Springer Nature B.V
Predmet:	Accuracy Attention Beginning Teachers Child and School Psychology Cues Diagnostic Teaching Education Educational Psychology Evaluative Thinking Experienced Teachers Expertise Eye Movements Inferences Investigations Learner Engagement Learning and Instruction Observation REVIEW ARTICLE Student Characteristics Student participation Teachers Teacher judgment accuracy Teacher professional vision Diagnostic activities Student engagement Teacher gaze Individual student characteristics Eye tracking
ISSN:	1040-726X, 1573-336X
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Abstract	The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profiles. Teacher professional vision and underlying assumptions about processes of noticing and reasoning about the chosen diagnostic situation serve as a conceptual basis. In the empirical study (N = 41 participants), it is investigated to what extent expert and novice teachers differ with regard to judgment accuracy of underlying student profiles, observed student cues used for judgment, and teacher gaze as perceptual indicator. The study task involved observing a video clip and diagnosing five marked students based on their underlying profiles. First, findings of the study suggest that expert teachers are more accurate in judging incoherent profiles compared to novices. Second, both novices as well as experts state valid behavioral cues when inferring from student engagement to underlying student profile. Third, experts spend more teacher gaze on student profiles which might need adaptive pedagogical action (struggling, underestimating, uninterested student). The study provides first evidence on teacher gaze during the professional task of diagnosing individual students in the process of teaching. Regarding the conceptual model of teacher professional vision teacher gaze can serve as an additional operationalization of the noticing component of teacher professional vision.
AbstractList	The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profiles. Teacher professional vision and underlying assumptions about processes of noticing and reasoning about the chosen diagnostic situation serve as a conceptual basis. In the empirical study (N = 41 participants), it is investigated to what extent expert and novice teachers differ with regard to judgment accuracy of underlying student profiles, observed student cues used for judgment, and teacher gaze as perceptual indicator. The study task involved observing a video clip and diagnosing five marked students based on their underlying profiles. First, findings of the study suggest that expert teachers are more accurate in judging incoherent profiles compared to novices. Second, both novices as well as experts state valid behavioral cues when inferring from student engagement to underlying student profile. Third, experts spend more teacher gaze on student profiles which might need adaptive pedagogical action (struggling, underestimating, uninterested student). The study provides first evidence on teacher gaze during the professional task of diagnosing individual students in the process of teaching. Regarding the conceptual model of teacher professional vision teacher gaze can serve as an additional operationalization of the noticing component of teacher professional vision. The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profiles. Teacher professional vision and underlying assumptions about processes of noticing and reasoning about the chosen diagnostic situation serve as a conceptual basis. In the empirical study ( N = 41 participants), it is investigated to what extent expert and novice teachers differ with regard to judgment accuracy of underlying student profiles, observed student cues used for judgment, and teacher gaze as perceptual indicator. The study task involved observing a video clip and diagnosing five marked students based on their underlying profiles. First, findings of the study suggest that expert teachers are more accurate in judging incoherent profiles compared to novices. Second, both novices as well as experts state valid behavioral cues when inferring from student engagement to underlying student profile. Third, experts spend more teacher gaze on student profiles which might need adaptive pedagogical action (struggling, underestimating, uninterested student). The study provides first evidence on teacher gaze during the professional task of diagnosing individual students in the process of teaching. Regarding the conceptual model of teacher professional vision teacher gaze can serve as an additional operationalization of the noticing component of teacher professional vision.
Audience	Academic
Author	Stürmer, Kathleen Holzberger, Doris Seidel, Tina Kosel, Christian Schnitzler, Katharina
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Snippet	The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five...
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SubjectTerms	Accuracy Attention Beginning Teachers Child and School Psychology Cues Diagnostic Teaching Education Educational Psychology Evaluative Thinking Experienced Teachers Expertise Eye Movements Inferences Investigations Learner Engagement Learning and Instruction Observation REVIEW ARTICLE Student Characteristics Student participation Teachers
Subtitle	Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze
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Title	Student Characteristics in the Eyes of Teachers
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