Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrate...

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Autores principales:	Valentina Dagienė, Eglė Jasutė, Vladimiras Dolgopolovas
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	teachers’ professional development eye tracking self-reflection language education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/8ab4bd107a7046c5abc77cee1e2bd704
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id	oai:doaj.org-article:8ab4bd107a7046c5abc77cee1e2bd704
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spelling	oai:doaj.org-article:8ab4bd107a7046c5abc77cee1e2bd7042021-11-25T19:01:37ZProfessional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study10.3390/su1322125042071-1050https://doaj.org/article/8ab4bd107a7046c5abc77cee1e2bd7042021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12504https://doaj.org/toc/2071-1050This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.Valentina DagienėEglė JasutėVladimiras DolgopolovasMDPI AGarticleteachers’ professional developmenteye trackingself-reflectionlanguage educationEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12504, p 12504 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teachers’ professional development eye tracking self-reflection language education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	teachers’ professional development eye tracking self-reflection language education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Valentina Dagienė Eglė Jasutė Vladimiras Dolgopolovas Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
description	This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.
format	article
author	Valentina Dagienė Eglė Jasutė Vladimiras Dolgopolovas
author_facet	Valentina Dagienė Eglė Jasutė Vladimiras Dolgopolovas
author_sort	Valentina Dagienė
title	Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
title_short	Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
title_full	Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
title_fullStr	Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
title_full_unstemmed	Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study
title_sort	professional development of in-service teachers: use of eye tracking for language classes, case study
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/8ab4bd107a7046c5abc77cee1e2bd704
work_keys_str_mv	AT valentinadagiene professionaldevelopmentofinserviceteachersuseofeyetrackingforlanguageclassescasestudy AT eglejasute professionaldevelopmentofinserviceteachersuseofeyetrackingforlanguageclassescasestudy AT vladimirasdolgopolovas professionaldevelopmentofinserviceteachersuseofeyetrackingforlanguageclassescasestudy
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Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

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