A coding scheme to clarify teachers' interactive cognitions in noticed classroom management situations from an actor's perspective

Sharisse van Driel*, Charlotte E. Wolff, Frank Crasborn, Saskia Brand-Gruwel, Halszka Jarodzka

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

This article presents a coding scheme to clarify teachers' verbalizations of interactive cognitions in classroom management situations noticed from an actor's perspective. Twelve secondary teachers taught a class wearing a front view camera. Classroom management situations they noticed as salient were identified in-action by hand signaling and combined with stimulated recall based on front view videos to explicate accompanying interactive cognitions. Content analysis of verbalized cognitions resulted in a comprehensive coding scheme with four code dimensions: Level of Activated Cognitions, Involved Actor(s), Classroom Management Aspect, Classroom Management Action. The coding scheme contributes to investigating teachers' cognitions accompanying own classroom management behavior in an integrative way.

Original languageEnglish
Article number103602
Pages (from-to)1-13
Number of pages13
JournalTeaching and Teacher Education
Volume111
Early online date21 Dec 2021
DOIs
Publication statusPublished - Mar 2022

Bibliographical note

Publisher Copyright:
© 2021 The Authors

Keywords

  • Classroom management
  • Interactive cognitions
  • Teacher cognition
  • Teachers' noticing
  • Verbal data analysis

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