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

互动二：教师对学生认知和动机情感特征的关注和诊断过程

• 批准号: 225239286
• 负责人: Professorin Dr. Tina Seidel
• 金额: --
• 依托单位: Friedl Schöller-Stiftungslehrstuhl für Unterrichts- und Hochschulforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/225239286?language=en
• 关键词: Interaction; II; teachers; attentional; diagnostic

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.

拟议研究项目的目标是研究教师在与学生进行口头互动的初始行动之前的注意力过程。应用眼动跟踪 (EMT) 的方法论，并通过有关学生个体特征的信息系统地扩展了先前的 EMT 研究。解决了两个主要研究问题：（1）先前在实验室环境中报告的关于专家与新手眼动模式差异的发现是否可以通过整合有关学生个体特征的信息来复制？ (2)教师在自己的课堂上担任教师的过程中，注意力过程如何分布在具有不同特征的学生之间？教师最初的行为如何吸引学生与分布在不同学生档案中的学生进行口头互动？它们与 EMT 模式有何关系？教师能力在解释教师 EMT 模式和教师行为方面的差异方面发挥什么作用？为了回答第一个研究问题，我们进行了一项实验室研究，其中包含固定的 EMT 记录以及 N=30 名专家和 N=30 名新手的样本。在第二项（现场）研究中，移动 EMT 在 N=20 名教师的教室中使用，以回答第二组研究问题。该研究的结果将有助于理解教师注意力过程与处理学生多样性的教学行为之间的关系。该研究结合了课堂学生多样性、教师诊断能力和 EMT 过程分析等研究。根据该项目的研究结果，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。