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RESEARCH PRODUCT
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
Marja-kristiina LerkkanenEija PakarinenHeli Muhonensubject
Classroom managementWork related stressluokkatyöskentelyeye trackingEducationDevelopmental psychologyQualitative analysisknowledge-based reasoningteacher work-related stressProfessional visionStress (linguistics)0501 psychology and cognitive sciencesElaborationteacher professional vision4. Educationretrospective think-aloud interview05 social sciences050301 educationluokanopettajatstressiHigh stressopetustilannetyön kuormittavuuskatseenseurantajärkeilyPsychology0503 educationreflektio050104 developmental & child psychologydescription
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description mainly focused on teacher information/elaboration and classroom management/behaviour. Teachers with moderate stress utilised self-reflection most frequently, whereas teachers with high stress utilised it the least. The results suggest that the level of teacher work-related stress may be reflected in their self-reflection. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2022-02-01 | Teaching and Teacher Education |