期刊
TEACHING AND TEACHER EDUCATION
卷 66, 期 -, 页码 295-308出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.04.015
关键词
Classroom management; Teacher cognition; Teacher knowledge; Teacher interpretations; Expert-novice teachers; Verbal data analysis; Classroom event processing
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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