Teacher-student eye contacts during whole-class instructions and small-group scaffolding: A case study with multiple mobile gaze trackers
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6 février 2019
- handle: 10670/1.haphmx
- hal: hal-02410054
info:eu-repo/semantics/OpenAccess
Mots-clés
classroom orchestration multiple gaze tracking mathematical problem solving teacher-student interactionSujets proches
Eye movement data analysis Gaze trackingCiter ce document
Eeva Haataja et al., « Teacher-student eye contacts during whole-class instructions and small-group scaffolding: A case study with multiple mobile gaze trackers », HAL-SHS : sciences de l'éducation, ID : 10670/1.haphmx
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Résumé
Recent gaze tracking research have illustrated patterns of teachers’ visual attention in the classroom. However, the reciprocity of teacher-student interaction needs to be explored using multiple mobile gaze tracking. This descriptive case study is our first step to chart the role of dyadic eye contacts in the teacher-student interaction during collaborative mathematical problem solving. Our results indicate that, during mathematical problem solving, teacher gaze at student faces and student gaze at teacher face vary between whole-class instruction and small-group scaffolding moments. As a conclusion, we suggest that forming dyadic eye contact requires optimal interactional, personal, and environmental states, and this method can offer us fruitful information on the micro-level processes of teacher-student interaction.