Teachers’ interactive cognitions in noticed classroom management events: Does experience matter?

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

doi:10.1016/j.tate.2023.104076

Teachers’ interactive cognitions in noticed classroom management events: Does experience matter?

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

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.

Original language	English
Article number	104076
Pages (from-to)	1-14
Number of pages	14
Journal	Teaching and Teacher Education
Volume	126
Early online date	9 Mar 2023
DOIs	https://doi.org/10.1016/j.tate.2023.104076
Publication status	Published - May 2023

Bibliographical note

Funding Information:
The ENA analysis software used for the current study was funded by the National Science Foundation ( DRL-1661036 , DRL-1713110 , DRL-2100320 ), the Wisconsin Alumni Research Foundation , and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison . The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.

Publisher Copyright:
© 2023 The Authors

Funding

The ENA analysis software used for the current study was funded by the National Science Foundation ( DRL-1661036 , DRL-1713110 , DRL-2100320 ), the Wisconsin Alumni Research Foundation , and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison . The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.

Keywords

Classroom management
Teacher knowledge
Teacher noticing
Teacher professional development
Verbal data analysis

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2023.104076

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Cite this

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title = "Teachers{\textquoteright} interactive cognitions in noticed classroom management events: Does experience matter?",

abstract = "This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.",

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note = "Funding Information: The ENA analysis software used for the current study was funded by the National Science Foundation ( DRL-1661036 , DRL-1713110 , DRL-2100320 ), the Wisconsin Alumni Research Foundation , and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison . The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals. Publisher Copyright: {\textcopyright} 2023 The Authors",

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AU - Jarodzka, Halszka

N1 - Funding Information: The ENA analysis software used for the current study was funded by the National Science Foundation ( DRL-1661036 , DRL-1713110 , DRL-2100320 ), the Wisconsin Alumni Research Foundation , and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison . The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals. Publisher Copyright: © 2023 The Authors

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N2 - This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.

AB - This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences.

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KW - Teacher knowledge

KW - Teacher noticing

KW - Teacher professional development

KW - Verbal data analysis

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Teachers’ interactive cognitions in noticed classroom management events: Does experience matter?

Abstract

Bibliographical note

Funding

Keywords

UN SDGs

Access to Document

Persistent URL (handle)

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Cite this