Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Erschienen in
-
In: Frontiers in Education, 8, S. 1282848-
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Ereignis
-
Veröffentlichung
- (wo)
-
Augsburg
- (wer)
-
Universität Augsburg
- (wann)
-
2023
- Ereignis
-
Veröffentlichung
- (wer)
-
Frontiers Media SA
- (wann)
-
2023
- Urheber
- DOI
-
10.3389/feduc.2023.1282848
- URN
-
urn:nbn:de:bvb:384-opus4-1099542
- Rechteinformation
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
15.08.2025, 07:27 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Gabel, Sylvia
- Keskin, Özün
- Kollar, Ingo
- Lewalter, Doris
- Gegenfurtner, Andreas
- Universität Augsburg
- Frontiers Media SA
Entstanden
- 2023
Ähnliche Objekte (12)
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Schlussbericht Deggendorfer Distance-Learning Modell zur Stärkung der Region Niederbayern und der Förderung der akademischen Weiterbildung in ländlich strukturierten Gebieten (DEG-DLM)
Professional Vision and Visual Expertise
Webkonferenzen als digitale Lernumgebungen in der akademischen Weiterbildung: mediendidaktisches Design, Inhalt und Implementierung
Reconstructing goals for transfer of training in faculty development programs for higher education teachers: a qualitative documentary method approach
Bifactor exploratory structural equation modeling: a meta-analytic review of model fit
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Schlussbericht Deggendorfer Distance-Learning Modell zur Stärkung der Region Niederbayern und der Förderung der akademischen Weiterbildung in ländlich strukturierten Gebieten (DEG-DLM)
Professional Vision and Visual Expertise
Webkonferenzen als digitale Lernumgebungen in der akademischen Weiterbildung: mediendidaktisches Design, Inhalt und Implementierung
Reconstructing goals for transfer of training in faculty development programs for higher education teachers: a qualitative documentary method approach
Bifactor exploratory structural equation modeling: a meta-analytic review of model fit
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study
Solving professional problems together : the impact of collaboration on pre-service teachers’ scientific reasoning
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
Schlussbericht Deggendorfer Distance-Learning Modell zur Stärkung der Region Niederbayern und der Förderung der akademischen Weiterbildung in ländlich strukturierten Gebieten (DEG-DLM)
Professional Vision and Visual Expertise
Webkonferenzen als digitale Lernumgebungen in der akademischen Weiterbildung: mediendidaktisches Design, Inhalt und Implementierung
Reconstructing goals for transfer of training in faculty development programs for higher education teachers: a qualitative documentary method approach
Bifactor exploratory structural equation modeling: a meta-analytic review of model fit