DescriptionClassroom management represents a vital, multi-faceted skill and knowledge set for achieving student learning gains, but represents a considerable challenge for beginning teachers. Understanding how experienced teachers execute this skill and determining the ways in which their abilities vary from inexperienced teachers may offer a means of improving novices’ skill development. Verbalizations based on experienced and student teachers’ perceptions and interpretations of authentic classroom scenes were analyzed to identify differences associated with distinct stages of professional skill development. Mixed-method analysis of participant verbalizations yielded a number of significant expertise-based effects. Grounded theory methodology was used to develop a coding scheme appropriate for analyzing teachers’ descriptions of relevant classroom management events observed in authentic lesson videos. Four categories of codes emerged, relating to the kind of description/interpretation, the topic and focus of statements, time references, and the aggregated cognitive processing expressed. Differences were found in terms of the perceptions, topics, and foci articularted by experienced and student teachers. Prime examples of expertise-based effects identified through analysis include student learning, student discipline, and teacher interaction. Experts’ concerns focused on the learning taking place in the classroom and the teacher’s ability to influence learning, whereas novices’ concerns had more to do with maintaining discipline and classroom behaviorial norms. This means that teachers perception and interpretations of classroom learning diverges significantly based on expertise level, which could have significant implications for orienting classroom management concerns addressed in teacher training programs.
|Period||5 Nov 2012 → 10 Nov 2012|
|Event title||ICO International Fallschool 2012|
|Degree of Recognition||International|