Psychological Development and Education ›› 2010, Vol. 26 ›› Issue (6): 612-617.

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The Difference between Expert and Novice Teachers in Perceiving Static Classroom Teaching Scenes: An Eye Tracking Study

WANG Fu-xing1, SHEN Ji-liang2, TIAN Hong-jie3, ZHOU Zong-kui1   

  1. 1. School of Psychology, HuaZhong Normal University, Wuhan 430079;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
    3. Institute of Youth Education and Administration, Beijing Youth Politics College, Beijing 100102
  • Online:2010-11-15 Published:2010-11-15

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Abstract: Teaching management is an important skill for expert teachers.Previous studies had shown that expert and novice teachers differ in perceiving and processing classroom information.However,these studies were limited by the use of traditional inquiry methods such as surveys,questionnaires,and observations,and failed to provide direct data in authentic situations.With the advance in eye-tracking technology,researchers in the current study are able to identify where and how teachers responded to visual cues presented in real classroom teaching scenes.Results showed that experts gave more fixations and longer fixation duration than novices.Non-classroom-teaching scenes were fixated more than classroom-teaching scenes.Experts gave few fixations but long duration time on classroom teaching related scenes.Conversel,they gave more fixations but shorter duration time on non-classroom-teaching scenes.Experts paid more attention to non-classroom-teaching scenes than novices.On the whole,experts use different strategies and eye movement model to perceive and process the information in different scenes.

Key words: expert teachers, novice teachers, classroom teaching scenes, perception, eye movements

CLC Number: 

  • G443
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