How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? : A controlled study in screen-based and immersive video environments
Background: Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. Aims: This study explored the clas
