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Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms

McIntyre, NA and Foulsham, TWJ (2018) 'Scanpath analysis of expertise and culture in teacher gaze in real-world classrooms.' Instructional Science. ISSN 0020-4277

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Abstract

Humans are born to learn by understanding where adults look. This is likely to extend into the classroom, making teacher gaze an important topic for study. Expert teacher gaze has mainly been investigated in the laboratory, and has focused mostly on one cognitive process: teacher attentional (i.e., information-seeking) gaze. No known research has made direct cultural comparisons of teacher gaze or successfully found expert–novice differences outside Western settings. Accordingly, we conducted a real-world study of expert teacher gaze across two cultural settings, exploring communicative (i.e., information-giving) as well as attentional gaze. Forty secondary school teachers wore eye-tracking glasses, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We used a novel eye-tracking scanpath analysis to ascertain the importance of expertise and culture, individually and as a combination. Attentional teacher scanpaths were significantly more similar within than across expertise and expertise + culture sub-groups; communicative scanpaths were significantly more similar within than across expertise and culture. Detailed analysis suggests that (1) expert teachers refer back to students constantly through focused gaze during both attentional and communicative gaze and that (2) expert teachers in Hong Kong scan students more than experts do in the UK.

Item Type: Article
Uncontrolled Keywords: Real-world, Teacher expertise, Cross-cultural comparisons, Eye-tracking, Scanpath analysis
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Faculty of Science and Health > Psychology, Department of
Depositing User: Elements
Date Deposited: 18 Jan 2018 11:57
Last Modified: 18 Jan 2018 11:57
URI: http://repository.essex.ac.uk/id/eprint/21056

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