2025 年 5 巻 1 号 p. Trans-p001
This study’s purpose was to clarify teacher’s eye-tracking patterns and practical thinking styles during classroom instruction. To this end, one experienced teacher and one trainee, used a wearable camera to record video of their gaze during class. Subsequently, an analysis of the recorded video was conducted with the participants. The results showed that the trainee looked indeterminately at all classroom children and the speaking children numerous times. The trainee exhibited a trend of passive perception of the events occurring in the classroom. Conversely, the experienced teacher directed their gaze toward groups or individual children, with specific intentions, and exhibited significant proactive perception. This study clarified the following points regarding the differential distribution of teachers’ gaze. Specifically, the trainee focused their attention on issues such as the degree of progress in the classroom lesson. Meanwhile, the experienced teacher focused on developing a deeper understanding of their students at lower achievement levels and learning abilities. Moreover, the experienced teacher was aware of issues requiring their attention and attempted to address them accordingly.
