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

Wolff, Charlotte E.; Jarodzka, Halszka and Boshuizen, Henny P.A. (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.

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author
publishing date
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 Limited
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
2018-08-12 04:36:35
@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},
  keyword      = {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 Limited},
  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},
  volume       = {66},
  year         = {2017},
}