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

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.