Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-06-05 DOI:10.1016/j.learninstruc.2025.102170

Nora A. McIntyre , Phyllis Lau , Davy Tsz-Kit Ng

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引用次数: 0

Abstract

The pervasive influence of culture in human society is well-documented in experimental settings and in early years. However, less is known regarding cultural differences during classroom instruction, especially at the process-level: yet, classroom experiences are fundamentally cultural and dynamic in nature. Therefore, this paper examined patterns of teacher cognition across two country settings. To do this, forty teachers from two countries, UK (10 experts, 10 novices) and Hong Kong (10 experts, 10 novices), were eye-tracked during naturally-occurring teacher-centred classroom instruction. We then used participating teachers' own gaze replays elicited teachers’ own commentaries on their cognition as occurred during the eye-tracked classroom instruction. These commentaries formed the data that we thematically analysed. We computed talk proportions from these and subjected them to multivariate Dirichlet regression analyses. We found cultural differences to emerge comprehensively across the teacher cognitions investigated—perceptions, thematic focus, timescales, holistic processing, classroom relationships. Culture interacted with expertise to predict teacher cognitions across four out of five overarching categories considered within this paper. Implications for teacher development are discussed, including the importance of sensitivity to the cultural context when considering teacher effectiveness.

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直接来自老师的嘴：自己的视角的凝视引出了大声思考的价值，以理解特定文化的教师专业知识

文化对人类社会的普遍影响在实验环境和早年得到了充分的证明。然而，人们对课堂教学中的文化差异知之甚少，尤其是在过程层面上。然而，课堂体验本质上是文化和动态的。因此，本文考察了两个国家背景下教师的认知模式。为此，来自英国（10名专家，10名新手）和香港（10名专家，10名新手）两个国家的40名教师在自然发生的以教师为中心的课堂教学中进行了眼动追踪。然后，我们使用参与的教师自己的目光回放，引出教师自己对眼睛跟踪课堂教学过程中发生的认知的评论。这些评论构成了我们进行主题分析的数据。我们从这些数据中计算出谈话比例，并对它们进行多元狄利克雷回归分析。我们发现，文化差异在被调查的教师认知中全面出现——感知、主题焦点、时间尺度、整体处理、课堂关系。文化与专业知识相互作用，预测教师在本文中考虑的五个总体类别中的四个类别的认知。讨论了对教师发展的影响，包括在考虑教师效能时对文化背景的敏感性的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.