Novice and expert teachers' situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

The study investigates 39 novice and expert teachers' perception, interpretation and decision-making skills with respect to classroom management events which they observed in two video clips. Their retrospective comments were analyzed with a multi-category coding scheme. Experts interpreted more and suggested more alternative courses of action than novices. They also focused more on student learning and the context of instruction. Concerning the relation of skills and focus, experts perceived and interpreted more than novices when talking about students while making more suggestions when addressing the teacher or the context. Experts spoke more often about preventive classroom management. Conclusions for developing expertise are drawn. (C) 2020 Elsevier Ltd. All rights reserved.

Automated summary

The study found that expert teachers have better perception, interpretation, and decision-making skills when observing classroom management events compared to novice teachers, with a focus on student learning and the context of instruction. Experts tend to suggest more alternative courses of action, while novices do so less frequently.