Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor’s perspective

S.D. van Driel*, Frank Crasborn, C.E.M. Wolff, S. Brand - Gruwel, H.M. Jarodzka

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amounts and types of situations distributed across the lesson time. Preservice teachers identified more situations than beginners in interviews, whereas beginners identified more situations by hand-signaling while teaching. Findings indicate non-linear professional development of teachers' noticing and the value of a two-method approach to capture teachers’ noticing.
Original languageEnglish
Article number103435
Number of pages13
JournalTeaching and Teacher Education
Volume106
DOIs
Publication statusPublished - Oct 2021

Keywords

  • teacher noticing
  • classroom management
  • teacher
  • expertise
  • professional vision
  • teacher knowledge
  • multi-method approach
  • Teachers' professional vision
  • VISION
  • KNOWLEDGE
  • Classroom management
  • Teacher knowledge
  • EDUCATION
  • TRANSITION
  • EYE
  • EXPERT
  • Teacher noticing
  • Teacher expertise
  • Multi-method approach
  • PROFESSIONAL-DEVELOPMENT
  • PARTICIPATION
  • MOMENTS

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