See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events

Research output: Contribution to journalArticle


Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic classroom events. Two types of videos presented problematic events, displaying either unrelated problems, such as disengaged, off-task students, or interrelated problems leading to a flagrant disruption. Predicted differences in teachers’ verbalized interpretations were analyzed through a multi-category coding scheme. All coding categories showed significant main effects for expertise. Novices interpretations focused on issues of behavior and discipline. Experts were markedly focused on student learning, stressing the influential role of the teacher on events arising in the classroom.


  • Charlotte E. Wolff
  • Halszka Jarodzka
  • Henny P.A. Boshuizen
External organisations
  • Open University of the Netherlands
  • University of Turku
  • Lund University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Educational Sciences


  • Classroom event processing, Classroom management, Expert-novice teachers, Teacher cognition, Teacher interpretations, Teacher knowledge, Verbal data analysis
Original languageEnglish
Pages (from-to)295-308
Number of pages14
JournalTeaching and Teacher Education
Publication statusPublished - 2017 Aug 1
Publication categoryResearch
Externally publishedYes