A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
See and tell: Differences between expert and novice teachers' interpretations of problematic classroom management events
Tekijät: Wolff CE, Jarodzka H, Boshuizen HPA
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2017
Journal: Teaching and Teacher Education
Tietokannassa oleva lehden nimi: TEACHING AND TEACHER EDUCATION
Lehden akronyymi: TEACH TEACH EDUC
Vuosikerta: 66
Aloitussivu: 295
Lopetussivu: 308
Sivujen määrä: 14
ISSN: 0742-051X
DOI: https://doi.org/10.1016/j.tate.2017.04.015
Tiivistelmä
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. (C) 2017 Elsevier Ltd. All rights reserved.
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. (C) 2017 Elsevier Ltd. All rights reserved.
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