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

C.E.M. Wolff*, H.M. Jarodzka, H.P.A. Boshuizen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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 teacher on events arising in the classroom.
Original languageEnglish
Pages (from-to)295-308
Number of pages14
JournalTeaching and Teacher Education
Volume66
DOIs
Publication statusPublished - Aug 2017

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Keywords

  • Classroom management
  • Teacher cognition
  • Teacher knowledge
  • Teacher interpretations
  • Expert-novice teachers
  • Verbal data analysis
  • Classroom event processing
  • ACQUISITION
  • INFORMATION
  • PERCEPTION
  • AGREEMENT
  • KNOWLEDGE
  • EDUCATION
  • KAPPA

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