See and tell : Differences between expert and novice teachers’ interpretations of problematic classroom management events
(2017) In Teaching and Teacher Education 66. p.295-308- Abstract
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... (More)
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.
(Less)
- author
- Wolff, Charlotte E. ; Jarodzka, Halszka and Boshuizen, Henny P.A.
- publishing date
- 2017-08-01
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Classroom event processing, Classroom management, Expert-novice teachers, Teacher cognition, Teacher interpretations, Teacher knowledge, Verbal data analysis
- in
- Teaching and Teacher Education
- volume
- 66
- pages
- 14 pages
- publisher
- Elsevier
- external identifiers
-
- scopus:85019441934
- ISSN
- 0742-051X
- DOI
- 10.1016/j.tate.2017.04.015
- language
- English
- LU publication?
- no
- id
- 2998c30e-0d85-4f42-b8b1-27fd9ea3d86b
- date added to LUP
- 2017-06-08 11:31:31
- date last changed
- 2022-04-17 02:15:47
@article{2998c30e-0d85-4f42-b8b1-27fd9ea3d86b,
abstract = {{<p>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.</p>}},
author = {{Wolff, Charlotte E. and Jarodzka, Halszka and Boshuizen, Henny P.A.}},
issn = {{0742-051X}},
keywords = {{Classroom event processing; Classroom management; Expert-novice teachers; Teacher cognition; Teacher interpretations; Teacher knowledge; Verbal data analysis}},
language = {{eng}},
month = {{08}},
pages = {{295--308}},
publisher = {{Elsevier}},
series = {{Teaching and Teacher Education}},
title = {{See and tell : Differences between expert and novice teachers’ interpretations of problematic classroom management events}},
url = {{http://dx.doi.org/10.1016/j.tate.2017.04.015}},
doi = {{10.1016/j.tate.2017.04.015}},
volume = {{66}},
year = {{2017}},
}