Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study

Teaching is a complex and demanding endeavour. Teachers must deal with numerous forces, often face dilemma-ridden and ambiguous situations and have to act under time pressure. In order to accomplish these tasks, teachers must apply professional knowledge differentially (Fairbanks et al. 2009). In recent decades, various studies have focused on defining and investigating the domains of teachers’ professional knowledge. In this respect, much attention has been paid of late to the concept of professional vision.