Search results for "Professional vision"
showing 4 items of 4 documents
Media assemblages, ethnographic vis-ability and the enactment of video in sociological research
2013
Video recordings offer great opportunities for qualitative social science research; their epistemological status, however, has not been left unchallenged. The paper picks up on this methodological debate, sounding out the specific potential of this research medium. Yet instead of primarily participating in methodological debates, we particularly want to inquire into the underlying empirical notions, settings, actors, and sceneries, which inform methodological debates on video. Reviewing research on ‘professional vision’ in Science and Technology Studies we try to raise awareness of the constructive nature of the practices, which manufacture and transform visual traces into evidence. We then…
Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
2023
This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning explains their visual focus of attention to whole class and individual students. We found that teachers' descriptions of students' social relations and emotions associated positively with teachers' visual focus of attention to the whole class. Teachers' descriptions of teacher-related information/elaboration and pedagogy linked negatively with teachers' visual focus of attention to individual students. The findings suggest that teachers' visual focus of attention to student…
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
2021
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers with different amounts of teaching experience provided concrete examples and broadened the findings. We suggest that teachers’ knowledge-based reasoning should be seen not only as an ability that increases with experience but also as an ability that …
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
2022
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 leve…