Differences Between Experienced and Preservice Teachers in Noticing Students’ Collaborative Problem-Solving Processes

Teachers with less classroom experience face major challenges in effectively observing complex group activities. To understand the differences between what experienced and preservice teachers notice, this study applied eye-trackingEye-tracking technology and video-based interviews to investigate 18 experienced teachers’ and 28 preservice teachers’ noticing during students’ collaborative problem-solving activities. The results showed that preservice teachers distributed their attention less evenly than experienced teachers when watching group videos, paying more attention to salient features while experienced teachers selectively noticed more important facets of group teaching.