Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (4): 391-399.

Previous Articles     Next Articles

Teachers’ Perception of Students’ Classroom Behaviors：An Eye Movements Study

WANG Fu-xing1,2, LU Yong-li3,4, DUAN Zhao-hui1,2, ZHOU Zong-kui1,2   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behavior CCNU, Ministry of Education, Wuhan 430079;
    2. School of Psychology, Central China Normal University, Wuhan 430079;
    3. School of Psychology, Beijing Normal University, Beijing 100875;
    4. Beijing No.2 Experimental Primary School, Beijing 100031
  • Online:2013-07-15 Published:2013-07-15

PDF (PC)

Abstract: Perception of classroom teaching scenes is crucial to the expertise on teaching. Previous studies have shown that expert teachers and novices differ in many areas including the perception, processing and understanding of classroom teaching activities. However, these studies were limited by the use of traditional inquiry methods such as surveys, questionnaires, and observations, and failed to provide direct evidence in authentic situations. Expert teachers, experienced teachers and novices were recruited to testify how teaching experiences affect moment to moment online processing of classroom teaching scenes and students' classroom behaviors. A 15-second classroom teaching video clip was constructed as a stimulus. In this video clip, two types of student behaviors were manipulated. One was the typical students' classroom behavior that a student was waiting for teacher's permission with her hand putting up, and the other was the problem behavior that a student was playing with her pencil and was not engaged in lecture listening. Tobii 1750 was used to record the eye movements. Results revealed that a typical behavior received more fixations than a problem behavior. For the novices, they fixated a typical behavior more than a problem behavior. Furthermore, expert teachers and experienced teachers could distribute their fixations to the typical behavior and the problem behavior equally. In conclusion, teaching experience can affect visual classroom information. However, for the novices, they are only attracted by the typical behavior. Teachers with teaching experience can allocate their attention to different student behaviors equally. The results have provided a striking picture that expert and experienced teachers could distribute their attentions effectively. These findings shed a new light on the understanding of the cognitive processes of expert teachers and novice teachers.

Key words: expert teachers, novices, students&rsquo, classroom behavior, eye movements, perception

CLC Number: 

  • G443

Allen, R. M., & Casbergue, R. M. (1997). Evolution of novice through expert teachers' recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13(7), 741-755.
Arbuckle, C., & Little, E. (2004). Teachers' perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational & Developmental Psychology, 4, 59-70.
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31(1), 45-60.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
Bilalic, M., Langner, R., Erb, M., & Grodd, W. (2010). Mechanisms and neural basis of object and pattern recognition: A study with chess experts. Journal of Experimental Psychology: General, 139(4), 728-742.
Boucheix, J.-M., & Lowe, R. K. (2010). An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and Instruction, 20(2), 123-135.
Brockmole, J. R., Hambrick, D. Z., Windisch, D. J., & Henderson, J. M. (2008). The role of meaning in contextual cueing: Evidence from chess expertise. The Quarterly Journal of Experimental Psychology, 61(12), 1886-1896.
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert-novice differences in perceiving and processing visual classroom information. Journal of Teacher Education, 39(3), 25-31.
Charness, N., Reingold, E. M., Pomplun, M., & Stampe, D. M. (2001). The perceptual aspect of skilled performance in chess: Evidence from eye movements. Memory & Cognition, 29(8), 1146-1152.
Chi, M. T. H. (2006a). Laboratory methods for assessing experts' and novices' knowledge. In K. A. Ericsson, N. Charness, P. Feltovich & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance (pp. 167-184). New York: Cambridge University Press.
Chi, M. T. H. (2006b). Two approaches to the study of experts' characteristics. In K. A. Ericsson, N. Charness, P. Feltovich & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance (pp. 21-30). New York: Cambridge University Press.
Chua, H. F., Boland, J. E., & Nisbett, R. E. (2005). Cultural variation in eye movements during scene perception. Proceedings of the National Academy of Sciences, 102(35), 12629-12633.
Crundall, D., Chapman, P., Phelps, N., & Underwood, G. (2003). Eye movements and hazard perception in police pursuit and emergency response driving. Journal of Experimental Psychology: Applied, 9(3), 163-174.
Crundall, D., & Underwood, G. (1998). Effects of experience and processing demands on visual information acquisition in drivers. Ergonomics, 41(4), 448-458.
d'Ydewalle, G., & De Bruycker, W. (2007). Eye movements of children and adults while reading television subtitles. European Psychologist, 12(3), 196-205.
Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehaviour. Educational Psychology, 28(3), 305-324.
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Gegenfurtner, A., Lehtinen, E., & Sälj, R. (2011). Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains. Educational Psychology Review, 1-30.
Henderson, J. M. (2003). Human gaze control during real-world scene perception. Trends in Cognitive Sciences, 7(11), 498-504.
Hogan, T., Rabinowitz, M., & Craven, J. A. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235-247.
Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52-75.
Manor, B. R., & Gordon, E. (2003). Defining the temporal threshold for ocular fixation in free-viewing visuocognitive tasks. Journal of Neuroscience Methods, 128(1-2), 85-93.
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372-422.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
Rayner, K., Miller, B., & Rotello, C. M. (2008). Eye movements when looking at print advertisements: The goal of the viewer matters. Applied Cognitive Psychology, 22(5), 697-707.
Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensional, and immediacy. American Educational Research Journal, 28(1), 63-88.
Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). Explaining the modality and contiguity effects: New insights from investigating students' viewing behaviour. Applied Cognitive Psychology, 24(2), 226-237.
Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M., & Shatzer, R. (2009). Chinese elementary school teachers' perceptions of students' classroom behaviour problems. Educational Psychology, 29(2), 187-201.
Sherin, M., & van Es, E. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
Star, J., & Strickland, S. (2008). Learning to observe: Using video to improve preservice mathematics teachers' ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
Swanson, H. L., O'Connor, J. E., & Cooney, J. B. (1990). An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal, 27(3), 533-556.
Tobii. (2006). Tobii Eye Tracker and ClearView analysis software user mannual Sweden: Tobii Technology A B.
Wang, F., Shen, J., & Chan, P. (2009). The difference between expert and novice teachers in processing visual classroom information: Evidences from eye movements. Paper presented at the 2009 AERA annual meeting, San Diego, California.
Williams, A. M., & Davids, K. (1998). Visual search strategy, selective attention, and expertise in soccer. Research Quarterly for Exercise and Sport, 69(2), 111-128.
Williams, A. M., Davids, K., Burwitz, L., & Williams, J. G. (1994). Visual search strategies in experienced and inexperienced soccer players. Research Quarterly for Exercise and Sport, 65(2), 127-135.
Williams, A. M., Janelle, C., & Davids, K. (2004). Constraints on the search for visual information in sport. International Journal of Sport and Exercise Psychology, 2(3), 301-318.
Yarbus, A. L. (1967). Eye movements and vision. New York: Plenum press.
Yu, C., Zhang, H., & Smith, L. B. (2006). Learning through multimodal interaction. Paper presented at the Conference on Development and Learning (ICDL'06), Bloomington, I. N.
Zhang, H., Yu, C., & Smith, L. B. (2006). An interactive virtual reality platform for studying embodied social interaction. Paper presented at the Proceedings of the CogSci06 Symposium Toward Social Mechanisms of Android Science, Vancouver, Canada.
王福兴,申继亮,田宏杰,周宗奎. (2010). 专家与新手教师对静态课堂教学场景的知觉差异. 心理发展与教育, 26(6), 612-617.
申继亮, 辛涛. (1995). 论教师教学的监控能力. 北京师范大学学报(社会科学版)(1), 67-75.
申继亮, 辛涛. (1996). 关于教师教学监控能力的培养研究. 北京师范大学学报(社会科学版)(1), 37-45.
辛涛, 申继亮, 林崇德. (1998). 教师教学监控能力的结构:一个验证性的研究. 心理学报, 30(3), 281-288.
张学民. (2007). 教师职业发展与培训—教师教学专长发展的研究. 北京: 知识产权出版社.
张学民, 申继亮, 林崇德. (2005). 小学教师课堂信息加工策略的研究. 心理发展与教育, 21(4), 56-60.
张学民, 申继亮, 林崇德. (2007). 小学教师课堂信息加工能力的研究. 心理发展与教育, 23(1), 76-81.
连榕. (2004). 新手—熟手—专家型教师心理特征的比较. 心理学报, 36(1), 44-52.
闫国利, 熊建萍, 臧传丽, 余莉莉, 崔磊,白学军. (2013). 阅读研究中的主要眼动指标评述. 心理科学进展, 21(4), 589-605.
[1] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[2] ZHONG Weifang, GUO Yongxing. Electrophysiological Evidence for the Lateralized Effect of Lexical Categories on Perception of Facial Expression [J]. Psychological Development and Education, 2023, 39(3): 313-322.
[3] JIN Hua, LIANG Ziping, SHAN Jinlei, ZHANG Yuping, ZHU Ziliang. The Visual Mechanism Underlying the Healthy Aging of Global Motion Perception in the Elderly——Based on the Perceptual Template Model [J]. Psychological Development and Education, 2022, 38(6): 761-768.
[4] ZHANG Feng, YIN Huazhan, JIN Kaige, ZANG Xinlei, ZHU Zhiyi, ZHAO Junfeng. Research on Visual Sub-second and Supra-second Duration Perception among Deaf Students [J]. Psychological Development and Education, 2022, 38(4): 457-465.
[5] YIN Jinxiu, LIN Xiuyun, LIU Wei, WANG Yulong, PENG Bo. Association of Mother-child Discrepancies in Perceived Parenting and Children’s Depression: The Mediating Role of Mother-child Attachment [J]. Psychological Development and Education, 2022, 38(4): 556-565.
[6] LIU Min, DU Xiaoxin, LIU Qiaoyun. The Development of Audiovisual Speech Perception in Native Chinese Speakers [J]. Psychological Development and Education, 2021, 37(6): 768-773.
[7] ZHONG Weifang, GUO Yongxing, RU Taotao, HOU Wei. New Evidence for Whorf Hypothesis: Lexical Categories Affect Preattentive Color Perception when Within- and Between-category Colors are Equally Discriminable [J]. Psychological Development and Education, 2021, 37(1): 19-25.
[8] ZHANG Wen, ZHOU Tong, DING Xuechen, ZHOU Nan. Relations between Children's Rejection Sensitivity and Self-perception: A Cross-lagged Study [J]. Psychological Development and Education, 2020, 36(6): 649-658.
[9] ZHONG Weifang, RU Taotao, MO Lei. The Effect of Trained Lexical Categories on Preattentive Categorical Perception of Color: An ERP Study [J]. Psychological Development and Education, 2020, 36(2): 129-137.
[10] ZHONG Weifang, RU Taotao. Do Lexical Categories Produce Lateralized Categorical Perception of Color? [J]. Psychological Development and Education, 2020, 36(1): 1-9.
[11] LIU Zhifang, TONG Wen, ZHANG Jun. Aging Effects on Word Processing in Chinese Reading: Evidences from Eye Movements [J]. Psychological Development and Education, 2019, 35(6): 665-677.
[12] CHEN Chaoyang, LIU Zhifang, SU Yongqiang, CHENG Yahua. The Prediction Effects for Skill and Less-skill Deaf Readers in Chinese Reading: Evidence from Eye Movement [J]. Psychological Development and Education, 2018, 34(6): 692-699.
[13] Hou Ke, Zhang Yunyun, Xiang Xiaoping, Ren Ping. Peer Group Socialization on Academic Achievement during Early Adolescence: Moderating Effects of Perceptions of School Climate [J]. Psychological Development and Education, 2018, 34(3): 294-303.
[14] SU Yongqiang, FU Fuyin, LIU Zhifang, CHEN Chaoyang. Exploring the Reasons of Aging Effect on Encoding Multiple Words during Chinese Reading:Evidence from Disappearing Text [J]. Psychological Development and Education, 2017, 33(4): 433-440.
[15] LI Wenjing, TONG Yu, WANG Fuxing, KANG Sujie, LIU Huashan, YANG Chao. Effect of Animation Pedagogical Agent in Multimedia Learning: The Role of Learner's Experience and Agent Preference [J]. Psychological Development and Education, 2016, 32(4): 453-462.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd