A Study On The Difference Of Professional Vision Between Expert And Novice Teachers

"Education is a great plan,and teachers are the foundation".High-quality teacher development in the context of the new era has become a hot topic in the field of education research.The classroom is the main site of teaching and learning,and research on the development of teachers’ teaching practice at the basic education level is of paramount importance.Teachers’ professional vision means that teachers are able to combine their professional knowledge with actual teaching situations to process classroom information,which means that teachers can effectively pay attention to and reason about classroom teaching events in real teaching environments,which is a necessary professional ability for high-quality teachers.Currently,research on teachers’ professional perspectives has formed a system in foreign countries,but there is a lack of research on teachers’ professional perspectives in China.In addition,previous studies have found differences in the professional horizons of expert teachers and novice teachers,but the findings are divergent.Therefore,this study mainly adopts a field research method to explore the selective attention patterns of expert teachers and novice teachers in real classroom teaching with the help of wearable eyetracking technology,analyze teachers’ reasoning processes about their own attention in combination with qualitative research,further clarify the differences between the two types of teachers’ professional horizons,and build a reasonable framework for cultivating novice teachers’ professional horizons in primary and secondary schools in China on this basis.The specific approach was to recruit seven junior high school teachers as research subjects and make them wear portable eye-tracking devices to complete a normal teaching session.20-minute effective teaching clips of the two types of teachers were selected for eyetracking data analysis,and interviews were conducted to understand the teachers’ reasoning about their own attention.By comparing the differences between expert and novice teachers’ professional horizons,this study concluded that(1)expert teachers’ attention was evenly distributed,while novice teachers’ attention was narrower;(2)expert teachers had in-depth reasoning,while novice teachers’ advanced reasoning was still insufficient;(3)expert teachers’ horizons were highly specialized,while novice teachers’ horizons were influenced by context;(4)expert teachers’ horizons developed steadily,while novice teachers’ horizons development to be emphasized.Based on the results of the study,recommendations for the development of novice teachers’ professional horizons in primary and secondary schools are proposed in a progressive manner from six aspects: research orientation,guided attention,school-based cooperation,diversified learning,organizational sharing,and improved evaluation.This study not only enriches the research theories and methods in the field of teachers’ professional horizons,but also provides data support for teachers’ attention allocation and reasoning styles in classroom teaching,and has certain reference significance for the construction of professional horizons training systems for novice teachers in primary and secondary schools.