The role of gaze in momentary teacher-student scaffolding interaction

Abstract

Teacher-student relationship is constructed on momentary classroom interactions. Recent eye-tracking research has charted some patterns of teacher's visual attention, but the dynamics of the relation between teacher’s gaze and pedagogical intentions and teacher-student eye contact have remained unexplored. The aim of my dissertation was to explore how teachers’ momentary scaffolding intentions and interpersonal behaviors were manifested in their visual attention and in momentary teacher-student eye-contact communication. In this lectio praecursoria, I reflect on the importance of investigating eye contact for the purposes of post-pandemic educational research and practices.