Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students

This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning explains their visual focus of attention to whole class and individual students. We found that teachers' descriptions of students' social relations and emotions associated positively with teachers' visual focus of attention to the whole class. Teachers' descriptions of teacher-related information/elaboration and pedagogy linked negatively with teachers' visual focus of attention to individual students. The findings suggest that teachers' visual focus of attention to students may vary depending on the reasons that guide teachers’ attention. •50 Finnish Grade 2 teachers' professional vision in an authentic classroom setting was studied.•A mixed-method approach of eye-tracking methodology and retrospective think-aloud interviews was used.•Teachers' knowledge-based reasoning explained their visual focus of attention to whole class and individual students.•Teachers' visual focus of attention can vary depending on the reasons that guide their attention.