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

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See and tell : Differences between expert and novice teachers’ interpretations of problematic classroom management events. / Wolff, Charlotte E.; Jarodzka, Halszka; Boshuizen, Henny P.A.

I: Teaching and Teacher Education, Vol. 66, 01.08.2017, s. 295-308.

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

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TY - JOUR

T1 - See and tell

T2 - Differences between expert and novice teachers’ interpretations of problematic classroom management events

AU - Wolff, Charlotte E.

AU - Jarodzka, Halszka

AU - Boshuizen, Henny P.A.

PY - 2017/8/1

Y1 - 2017/8/1

N2 - 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.

AB - 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.

KW - Classroom event processing

KW - Classroom management

KW - Expert-novice teachers

KW - Teacher cognition

KW - Teacher interpretations

KW - Teacher knowledge

KW - Verbal data analysis

UR - http://www.scopus.com/inward/record.url?scp=85019441934&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2017.04.015

DO - 10.1016/j.tate.2017.04.015

M3 - Article

VL - 66

SP - 295

EP - 308

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -