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

该研究项目的目标是研究教师在与学生进行言语互动之前的注意过程。应用眼动跟踪(EMT)的方法论方法，利用学生个体特征信息系统地扩展了以往的EMT研究。两个主要的研究问题被解决：(1)先前在实验室环境中关于专家和新手眼动模式差异的研究结果是否可以通过整合关于学生个体特征的信息来复制？(2)在教师在自己的课堂上行为的过程中，教师的注意过程是如何在具有不同特征特征的学生之间分配的？教师最初邀请学生与学生进行口头互动的行为如何分布在学生档案中，它们与EMT模式有何关联？教师胜任力在解释教师在EMT模式和教师行为上的差异方面起到了什么作用？为了回答第一个研究问题，实现了固定EMT记录的实验室研究，样本为N=30名专家和N=30名新手。在第二次(实地)研究中，在N=20名教师的课堂上使用移动EMT来回答第二组研究问题。这项研究的结果将有助于理解教师注意过程与处理学生多样性方面的教学行为之间的关系。本研究以课堂学生多样性研究、教师诊断能力研究和EMT过程分析为切入点。根据该项目的调查结果，可以实施有关支持教师注意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.