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

, , , Welten Institute

TATE Volume 66, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Wolff, C.E., Jarodzka, H. & Boshuizen, H.P.A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education: An International Journal of Research and Studies, 66(1), 295-308. Elsevier Ltd. Retrieved October 25, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.04.015

Keywords