Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23414
Title: 
Authors: 
Subjects: 
Teacher noticing
Eye tracking
Expert-novice differences
Issue Date: 
2019
Citation: 
Lee, A. V. Y., Tan, A.-L., & Tan, S.-C. (2019, June). Practices of science teachers: Evidence from teacher noticing [Paper presentation]. EdMedia + Innovate Learning 2019, Amsterdam, Netherlands.
Dataset: 
https://doi.org/10.25340/R4/JUKFCT
Abstract: 
Teacher noticing patterns offer insights into in-the-moment decisions and actions of teachers that have a direct impact on students’ learning. However, research on differences between novice and expert teachers’ vision in lessons remain limited. Using a mobile eye-tracker, we collected and analyzed data from two science teachers. Findings showed that the expert teacher focused her attention on relevant information across the classroom, while the novice teacher’s attention was restricted to specific problematic areas. As a work-in-progress, this paper provides valuable insights that we can build onto existential work for further studies.
URI: 
Project number: 
AFR 02/17 TSC
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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