Teachers’ interactive cognitions in noticed classroom management events: Does experience matter?

Sharisse van Driel*, Frank Crasborn, Charlotte E. Wolff, Saskia Brand-Gruwel, Halszka Jarodzka

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.

Original languageEnglish
Article number104076
Number of pages14
JournalTeaching and Teacher Education
Publication statusPublished - May 2023


  • Classroom management
  • Teacher knowledge
  • Teacher noticing
  • Teacher professional development
  • Verbal data analysis


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