TY - JOUR
T1 - Teachers’ interactive cognitions in noticed classroom management events
T2 - Does experience matter?
AU - van Driel, Sharisse
AU - Crasborn, Frank
AU - Wolff, Charlotte E.
AU - Brand-Gruwel, Saskia
AU - Jarodzka, Halszka
N1 - Funding Information:
The ENA analysis software used for the current study was funded by the National Science Foundation ( DRL-1661036 , DRL-1713110 , DRL-2100320 ), the Wisconsin Alumni Research Foundation , and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison . The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.
Publisher Copyright:
© 2023 The Authors
PY - 2023/5
Y1 - 2023/5
N2 - 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.
AB - 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.
KW - Classroom management
KW - Teacher knowledge
KW - Teacher noticing
KW - Teacher professional development
KW - Verbal data analysis
UR - http://www.scopus.com/inward/record.url?scp=85149780040&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2023.104076
DO - 10.1016/j.tate.2023.104076
M3 - Article
AN - SCOPUS:85149780040
SN - 0742-051X
VL - 126
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 104076
ER -