See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events
Charlotte E. Wolff, Halszka Jarodzka, Henny P.A. Boshuizen, Welten Institute
TATE Volume 66, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.