See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events
| Autor: | Henny P. A. Boshuizen, Halszka Jarodzka, Charlotte Wolff |
|---|---|
| Přispěvatelé: | RS-Research Line Teaching and Teacher Professionalisation (T2) (part of WO program), Department T2, RS-Theme Cognitive Processes in Education, Department FEEEL |
| Rok vydání: | 2017 |
| Předmět: |
Classroom management
Expert-novice teachers INFORMATION media_common.quotation_subject Education Verbal data analysis Perception Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education ta516 KNOWLEDGE 0501 psychology and cognitive sciences Classroom event processing Student learning media_common PERCEPTION ACQUISITION Teacher cognition 05 social sciences 050301 education EDUCATION Teacher knowledge KAPPA Teacher interpretations AGREEMENT Psychology 0503 education 050104 developmental & child psychology Coding (social sciences) |
| Zdroj: | Wolff, C E M, Jarodzka, H M & Boshuizen, H P A 2017, ' See and tell: Differences between expert and novice teachers' interpretations of problematic classroom management events ', Teaching and Teacher Education, vol. 66, pp. 295-308 . https://doi.org/10.1016/j.tate.2017.04.015 Teaching and Teacher Education, 66, 295-308. Pergamon Press Ltd. |
| ISSN: | 0742-051X |
| Popis: | 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. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect