Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Abstract Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential provide fine-grained insights into vision action, but yet been scarcely employed. We addressed this gap by using MET feedback examine how expert and novice teachers differed their noticing weighing of alternative teaching strategies. Expert lessons were recorded with devices. Then, they commented on what observe while watching own videos. Using a mixed methods approach, we found that did not differ number classroom events noticed strategies mentioned. However, more critical than teachers, particularly when considered Practical implications for field teacher education discussed.