ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1635351
A Quasi-Experimental Eye-Tracking Study Investigating the Relationship Between Professional Vision and the Dispositions for Inclusive Teaching
Provisionally accepted
- 1Universitat des Saarlandes, Saarbrcken, Germany
- 2University of Wuppertal, Wuppertal, Germany
- 3Technische Universitat Munchen, Munich, Germany
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Inclusive education aims to provide equal learning opportunities for all students by addressing their diverse needs. Teachers must identify and respond to the physical and psychological requirements of individual learners to deliver adaptive and differentiated instruction. Professional vision plays a critical role in managing inclusive classrooms, which demands more nuanced approaches than homogeneous groups. This study explores key factors that influence professional vision for inclusive teaching, focusing on pedagogical knowledge, attitudes, and self-efficacy. Attitudes toward inclusive education influence a teacher's willingness to implement inclusive practices, while self-efficacy reflects confidence in managing diverse classrooms. The study analyzed professional vision among 80 preservice teachers using eye-tracking technology. Participants were presented with four teaching video vignettes designed to assess student orientation (fixation count and duration), and verbal recognition performance of inclusive events. Predictors included pedagogical knowledge, attitudes toward inclusive education, and selfefficacy beliefs on adaptive teaching. The results showed that attitudes, self-efficacy, and pedagogical knowledge could not significantly predict total fixation duration or fixation count. Similarly, these predictors were unrelated to the verbal recognition performance of critical incidents, even when analyzed at the video level. The study emphasizes the need to enhance teacher training to prepare preservice teachers to identify critical classroom situations. Such improvements aim to foster professional vision and adaptive teaching strategies in inclusive education.
Keywords: Professional vision, self-efficacy, eye tracking, mixed methods, Inclusive education, stimulated retrospective think aloud, student teachers
Received: 26 May 2025; Accepted: 23 Jun 2025.
Copyright: © 2025 Grub, Selisko, Lewalter and Biermann. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Ann-Sophie Grub, Universitat des Saarlandes, Saarbrcken, Germany
Tom Jannick Selisko, University of Wuppertal, Wuppertal, Germany
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