Keeping an Eye on Learning: Differences Between Expert and Novice Teachers' Representations of Classroom Management Events

Charlotte E. Wolff*, Niek van den Bogert, Halszka Jarodzka, Henny P. A. Boshuizen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers’ cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers’ expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level. Differences in focus included themes such as student learning, student discipline, and teacher interaction and influence. Experts focused on learning in the classroom and the teacher’s ability to influence learning, whereas novices were more concerned with maintaining discipline and behavioral norms. https://journals.sagepub.com/doi/10.1177/0022487114549810
    Original languageEnglish
    Pages (from-to)68-85
    Number of pages18
    JournalJournal of Teacher Education
    Volume66
    Issue number1
    Early online date16 Sep 2014
    DOIs
    Publication statusPublished - 1 Jan 2015

    Keywords

    • professional development
    • teacher knowledge
    • video analysis
    • EDUCATIONAL-PSYCHOLOGY
    • KNOWLEDGE

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