Professional vision of Grade 1 teachers experiencing different levels of work-related stress
TEACHING AND TEACHER EDUCATION(2022)
Abstract
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. (c) 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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Key words
teacher Professional vision,Knowledge-based reasoning,Teacher work-related stress,Retrospective think-aloud interview,eye tracking
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