This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers.

这项眼动追踪研究调查了新手和专家教师对课堂管理事件的注意在两种教学形式中有何不同。20位新手和20位专家参加了此研究，观看了整个团队和合作伙伴工作教学情况的短片。对他们的回顾性口头报告进行了分析，以找出值得关注的事件，并将视觉注意力分配作为注意的指标。专家们注意到，与新手相比，以合作伙伴形式进行的课堂管理活动更多。此外，他们的注意的特点是关注与学生相关的事件。同样，他们的目光优先于学生，而不是新手，尤其是在伙伴工作形式下。相反，在两种教学形式中，新手教师的注意力都更多地吸引了教师。