Teachers' noticing of classroom management situations

Classroom management is an essential task for every teacher, yet it is often experienced as a major challenge by preservice and beginning teachers. A complexity of classroom management is that within information-dense classroom environments teachers should notice salient classroom management situations and take immediate action. Little is known yet about teachers’ noticing as basis for their own classroom management and how this unfolds with years of teaching experience. The overall goal of the current research project is to explore preservice, beginning and experienced teachers’ noticing as basis for their classroom management while teaching their own secondary classrooms. Mobile eye-tracking data provide information about teachers' gaze behavior during teaching. Signaling data in- and on-action allow for capturing the frequency and timing of classroom situations teachers identified as salient for their classroom management during teaching. Verbal data provide information about the type of situations teachers identified during teaching and their accompanying cognitions.课堂管理是每位教师的核心工作之一，但职前教师与初任教师往往将其视为一项重大挑战。课堂管理的复杂性在于，在信息密集型课堂环境中，教师需识别显著的课堂管理情境并及时采取应对措施。目前学界针对教师以课堂管理为基础的觉察能力，以及该能力如何随教龄增长而发展的相关研究仍较为匮乏。本研究项目的总体目标，是探究职前、初任与资深教师在执教中学课堂时，以课堂管理为基础的觉察能力。移动眼动追踪（Mobile eye-tracking）数据可反映教师在教学过程中的注视行为。行动中与行动后信号数据可用于捕捉教师在教学过程中识别为课堂管理关键显著情境的发生频率与时间节点。言语数据可反映教师在教学过程中识别的情境类型，以及其伴随的认知活动。