Open Universiteit

Please use this identifier to cite or link to this item:
Title: Differences between experienced and student teachers’perceptions and interpretations of classroom management events
Authors: Wolff, Charlotte
Van den Bogert, Niek
Jarodzka, Halszka
Boshuizen, Els
Keywords: teacher expertise
professional development
grounded theory
classroom management
teacher skill acquisition
verbal data
Issue Date: 8-Jan-2013
Abstract: Classroom management represents a vital, multi-faceted skill and knowledge set for achieving student learning gains, but represents a considerable challenge for beginning teachers. Understanding how experienced teachers execute this skill and determining the ways in which their abilities vary from inexperienced teachers may offer a means of improving novices’ skill development. Verbalizations based on experienced and student teachers’ perceptions and interpretations of authentic classroom scenes were analyzed to identify differences associated with distinct stages of professional skill development. Mixed-method analysis of participant verbalizations yielded a number of significant expertise-based effects. Grounded theory methodology was used to develop a coding scheme appropriate for analyzing teachers’ descriptions of relevant classroom management events observed in authentic lesson videos. Four categories of codes emerged, relating to the kind of description/interpretation, the topic and focus of statements, time references, and the aggregated cognitive processing expressed. Differences were found in terms of the perceptions, topics, and foci articularted by experienced and student teachers. Prime examples of expertise-based effects identified through analysis include student learning, student discipline, and teacher interaction. Experts’ concerns focused on the learning taking place in the classroom and the teacher’s ability to influence learning, whereas novices’ concerns had more to do with maintaining discipline and classroom behaviorial norms. This means that teachers perception and interpretations of classroom learning diverges significantly based on expertise level, which could have significant implications for orienting classroom management concerns addressed in teacher training programs.
Description: Wolff, C., Van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2012, November). Differences between experienced and student teachers’perceptions and interpretations of classroom management events. Presented at the Inter-university Center for Educational Sciences Fall School, Girona, Spain.
Appears in Collections:1. LC: Publications and Preprints

Files in This Item:
File Description SizeFormat 
Summary_DSpace.pdf323.52 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons