See and tell: Differences between expert and novice teachers' interpretations of problematic classroom management events
See and tell: Differences between expert and novice teachers' interpretations of problematic classroom management events
复制标题
DOI：
10.1016/j.tate.2017.04.015
复制
发表时间：
2017-08-01
影响因子：
3.9
通讯作者：
Boshuizen, Henny P. A.
中科院分区：
文献类型：
--
作者：
Wolff, Charlotte E.;Jarodzka, Halszka;Boshuizen, Henny P. A.
课堂体验会影响教师对课堂事件的理解。本文调查了专家教师和新手教师对真实的、有问题的课堂事件的理解的差异。两种类型的视频呈现了有问题的事件，要么展示了无关的问题，如脱节的学生，要么展示了导致公然中断的相关问题。通过多类别编码方案分析了教师言语理解中的预测差异。所有编码类别对专业知识都显示出显著的主效应。新手的解释集中在行为和纪律问题上。专家们明显把重点放在学生的学习上，强调教师在课堂上发生的事件中的影响力作用。(C)2017爱思唯尔有限公司。保留所有权利。
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.