Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze
Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze
We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings. However, teacher gaze research is limited to Western cultural contexts and largely to laboratory settings. We explored expert and novice teacher gaze in real-world classrooms in two cultural contexts: Hong Kong and the UK. Forty teachers wore eye-tracking glasses during teacher-centred activities. We analysed ‘communicative gaze’ (gaze during talking) and ‘attentional gaze’ (gaze during questioning). We compared static (i.e., aggregated) and dynamic (i.e., structural) measures across expertise and cultures. Expert teachers looked longer at students and showed greater gaze efficiency than novices did, during attentional and communicative gaze. Expert teacher gaze was also more strategically consistent. In terms of cultural differences, UK teachers displayed greater attentional efficiency whereas Hong Kong teachers displayed greater efficiency in their communicative gaze. Our research underscores the value of going beyond conventional static analyses for culturally sensitive gaze research.
McIntyre, Nora A.
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Mainhard, M. Tim
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Klassen, Robert M.
78b61315-3db3-4045-a73d-847d49db28a9
June 2017
McIntyre, Nora A.
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Mainhard, M. Tim
98f5175e-73a5-4e2e-af11-ba71bf459cc9
Klassen, Robert M.
78b61315-3db3-4045-a73d-847d49db28a9
McIntyre, Nora A., Mainhard, M. Tim and Klassen, Robert M.
(2017)
Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze.
Learning and Instruction.
(doi:10.1016/j.learninstruc.2016.12.005).
Abstract
We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings. However, teacher gaze research is limited to Western cultural contexts and largely to laboratory settings. We explored expert and novice teacher gaze in real-world classrooms in two cultural contexts: Hong Kong and the UK. Forty teachers wore eye-tracking glasses during teacher-centred activities. We analysed ‘communicative gaze’ (gaze during talking) and ‘attentional gaze’ (gaze during questioning). We compared static (i.e., aggregated) and dynamic (i.e., structural) measures across expertise and cultures. Expert teachers looked longer at students and showed greater gaze efficiency than novices did, during attentional and communicative gaze. Expert teacher gaze was also more strategically consistent. In terms of cultural differences, UK teachers displayed greater attentional efficiency whereas Hong Kong teachers displayed greater efficiency in their communicative gaze. Our research underscores the value of going beyond conventional static analyses for culturally sensitive gaze research.
Text
LI_Didactic_SSG_manuscript_AcceptedManuscript (1)
- Accepted Manuscript
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Accepted/In Press date: 9 December 2016
e-pub ahead of print date: 14 December 2016
Published date: June 2017
Identifiers
Local EPrints ID: 450719
URI: http://eprints.soton.ac.uk/id/eprint/450719
ISSN: 0959-4752
PURE UUID: 86458d66-160f-436e-9191-6a68497d207d
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Date deposited: 09 Aug 2021 16:30
Last modified: 17 Mar 2024 06:45
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Author:
M. Tim Mainhard
Author:
Robert M. Klassen
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