Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers’ attention was more scattered across the classroom. Analysis of eye movements showed that novices’ viewing was more dispersed whereas experts’ was more focused. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. This skill is complex and relies on an awareness of classroom events. Teachers’ visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. Visual expertise has been explored in numerous professions, but research on teachers’ vision remains limited.
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