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Effective classroom management is seen as a fundamental component of teachers’ professional competence. The early detection of potential disturbances is of great importance for proactive control of the teaching process. Thus, professional vision serves as a link between teacher’s knowledge and his or her actions in the event of deviations. Professional vision can be split into two aspects: noticing and reasoning. Previous research, based on subjective test procedures (i.e. video analysis or interviews), has primarily focused on the process of reasoning, whereas only a few studies have focused on the basal process of noticing, i.e. the recognition of possible disturbing situations. It is known from expertise research in different domains using process-based methods, such as eye-tracking, that experts and novices show differences in noticing processes. Therefore, to examine eye-tracking research for the teaching profession – especially noticing in classroom management – a systematic literature search was carried out between the years of 1999 to 2019. A total of 12 studies were found that recorded professional vision in the field of classroom management using eye-tracking. Overall, there were stable differences in the eye movement patterns of experts and novices for different parameters. However, some questions about the indicators used and possible influencing factors on expertise dependent perception remain unsettled. (DIPF/Orig.)
Grub et al. (Wed,) studied this question.