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Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective

Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective


Title: Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
Author: van Driel, Sharisse
Crasborn, Frank
Wolff, Charlotte E.
Brand-Gruwel, Saskia
Jarodzka, Halszka
Date: 2021-10
Language: English
Scope:
Department: Faculty of Subject Teacher Education
Series: Teaching and Teacher Education; 106()
ISSN: 0742-051X
DOI: https://doi.org/10.1016/j.tate.2021.103435
Subject: Bekkjarstjórnun; Kennarar; Kennarastarf; Classroom management; Multi-method approach; Teacher expertise; Teacher knowledge; Teacher noticing; Teachers' professional vision; Education
URI: https://hdl.handle.net/20.500.11815/2751

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Citation:

van Driel , S , Crasborn , F , Wolff , C E , Brand-Gruwel , S & Jarodzka , H 2021 , ' Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective ' , Teaching and Teacher Education , vol. 106 , 103435 . https://doi.org/10.1016/j.tate.2021.103435

Abstract:

We investigated preservice (n = 21), beginning (n = 17) and experienced (n = 19) teachers' noticing of salient classroom management situations during teaching. Teachers wore a front-view camera while teaching. A two-method approach was used to identify salient situations and verbalizations of accompanying cognitions: hand-signals while teaching and stimulated-recall interview. Mixed-method analysis showed that teacher groups noticed similar amounts and types of situations distributed across the lesson time. Preservice teachers identified more situations than beginners in interviews, whereas beginners identified more situations by hand-signaling while teaching. Findings indicate non-linear professional development of teachers' noticing and the value of a two-method approach to capture teachers’ noticing.

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Publisher Copyright: © 2021 The Authors

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