Interaction II: teachers' attentional and diagnostic processes of cognitive and motivational-affective student characteristics

建议的研究项目的目标是研究教师的注意过程之前，最初的教师行动与学生的口头互动。眼动跟踪（EMT）的方法论的应用和以前的EMT研究系统地扩展了有关个别学生的特点的信息。两个主要的研究问题得到解决：（1）以前报道的研究结果在实验室设置的专家-新手的眼动模式的差异可以复制整合信息的个别学生的特点？(2)教师在自己的课堂上作为一名教师，在不同特征的学生中，教师的注意过程是如何分布的？最初的教师行为是如何吸引学生与分布在学生档案中的学生进行口头互动的，它们与EMT模式有何关系？教师胜任力在解释教师EMT模式和教师行为的差异中扮演什么角色？为了回答第一个研究问题，实现了具有固定EMT记录和N=30个专家和N=30个新手的样本的实验室研究。在第二个（现场）研究移动的EMT被用于教室的N=20教师，以回答第二组研究问题。研究结果将有助于理解教师的注意过程和教学行动之间的关系，就处理学生的多样性。本研究是在课堂上的学生多样性研究，教师诊断能力和EMT过程分析的接口。根据本项目的调查结果，可以实施有关支持教师注意力过程和诊断决策的干预措施。

The goal of the proposed research project is to study teacher attention processes preceding initial teacher actions for verbal interactions with students. The methodological approach of eye movement tracking (EMT) is applied and previous EMT research is systematically expanded by information about individual student characteristics. Two major research questions are addressed: (1) Can previously reported findings in a laboratory setting on expert-novice differences in eye movement patterns be replicated by integrating information about individual student characteristics? (2) How are teacher attention processes distributed across students with different characteristic profiles in the process of acting in an own classroom as a teacher? How are initial teacher actions inviting for verbal interactions with students distributed across student profiles and how are they related to EMT patterns? What role do teacher competences play for explaining teacher differences in EMT patterns and teacher actions? In order to answer the first research question a laboratory study with fixed EMT recording and a sample of N=30 experts and N=30 novices is realized. In a second (field) study mobile EMT is used in classrooms of N=20 teachers in order to answer the second set of research questions. Findings of the study will contribute to the understanding of the relationship between teacher attention processes and teaching actions with regard to dealing with student diversity. The study is set at the interface of research on student diversity in classrooms, teacher diagnostic competences and EMT process analyses. Based on the findings of this project interventions regarding the support of teacher attention processes and diagnostic decision making can be implemented.