This scoping review examines = 16 peer-reviewed quantitative and mixed-method eye-tracking studies on pre- and in-service teachers' noticing and reasoning in classroom contexts published 2014 to 2022. Eye-tracking results suggest in-service teachers’ noticing is characterised by more frequent, shorter fixations on relevant areas-of-interest in watching video-stimuli or during teaching, whereas pre-service teachers show less frequent, more dispersed, irrelevant fixations potentially leading to a lack of reasoning. Results, however, are inconclusive between all reviewed studies. The findings indicate the benefits of quantitative attention measures for future professional vision research especially in mixed-method designs, which are still only rarely applied.

中文翻译：

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教师职业愿景的眼动追踪研究：范围界定审查

本次范围界定审查审查了 2014 年至 2022 年发表的 16 项同行评审的定量和混合方法眼动追踪研究，这些研究涉及在职教师和在职教师在课堂环境中的注意和推理。眼动追踪结果表明在职教师的注意是其特点是在观看视频刺激或教学过程中对相关兴趣领域的关注更频繁、更短，而职前教师表现出不那么频繁、更分散、不相关的关注，可能导致缺乏推理。然而，所有审查的研究之间的结果并不确定。研究结果表明定量注意力测量对于未来专业视觉研究的好处，特别是在混合方法设计中，这种方法仍然很少应用。