LEARNING TO NOTICE: PROFESSIONAL VISION AND CHALLENGING BEHAVIOUR IN THE CLASSROOM
DOI:
https://doi.org/10.17770/sie2018vol1.3163Keywords:
challenging behaviour, misbehaviour, student teachers, professional visionAbstract
Based on the Talis study teachers spend about 13% of their teaching time keeping order in the classroom and solving disciplinary problems. Especially student and novice teachers often report tension and anxiety related to the misbehaviour, disruptive behaviour, and challenging classroom situations. When teachers need to cope with a challenging incident in the classroom they usually go through a three-phase process comprising a) identification of a situation (selective attention), b) interpretation of a scene (using either knowledge-based reasoning or implicit, intuitive interpretation) and c) intervention (taking action). This study aims to investigate the development of professional vision related to challenging situations in the classroom among student teachers. 40 junior (bachelor) and 40 senior (master) student teachers were watching a classroom video with the example of disruptive behaviour. Then they wrote short scripts describing the situation. Their answers were analysed in the context of identification, interpretation and intervention model. Both qualitative and quantitative differences were found between the groups. Implications for further research and teacher training are discussed.Downloads
References
Andreánska, V. (2015). The Structure of Rewards and Punishments in the Work of Teachers in Slovakia and the UK. Procedia - Social and Behavioral Sciences, 174, 2566-2570. Available online: www.sciencedirect.com/science/article/pii/S1877042815009854
Cabanová, K. & Brozmanová, E. (2015). Učiteľ v sieti stresu a záťažové situácie [Teacher in a net of stress and challenging situations]. In: Osobnosť a sociálno-psychologické kompetencie učiteľov a učiteliek (pp. 113-133). Bratislava: Univerzita Komenského v Bratislave.
Cortina, K. S., Miller, K. F., McKenzie, R., & Epstein A. (2015). Where Low and High Inference Data Converge: Validation of CLASS Assessment of Mathematics Instruction Using Mobile Eye Tracking with Expert and Novice Teachers. International Journal of Science and Math Education, 13, 389–403. DOI https://doi.org/10.1007/s10763-014-9610-5
Dreikurs, R., Grunwald, B. B., & Pepper, F. C. (1998). Maintaining Sanity in the Classroom: Classroom Management Techniques. New York: Taylor & Francis.
Gegenfurtner, A. & Seppänen, M. (2013). Transfer of expertise: An eye tracking and think aloud study using dynamic medical visualizations. Computers & Education, 63, 393–403. DOI http://dx.doi.org/10.1016/j.compedu.2012.12.021
Goodwin, Ch. (1994). Professional vision. American Anthropologist, 96, 606-633. DOI https://doi.org/10.1525/aa.1994.96.3.02a00100
Jursová Zacharová, Z. (2014). Kým sa z učiteľa stane magický učiteľ - tréning neverbálnej komunikácie a práce s emóciami učiteľov cudzích jazykov [Before teacher becomes a magic teacher - training of nonverbal communication and work with emotions in foreign language teacher]. In: MMK 2014 (pp. 2159-2167). Hradec Králové: Magnanimitas.
Kiemer, K. & Kollar, I. (2017). Pre-service teachers' difficulties in solving classroom problems by aid of psychological knowledge: A comparison of beginning and advanced students. In: Europlat 2017 (pp. 47-48). Salzurg: Universität Salzburg. Available online: www.europlat.sbg.ac.at/images/programbook.pdf
Lefstein, A. & Snell, J. (2010). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27, 505-514.
Lemešová, M. (2010). "Problémové" dieťa v škole [“Problem” child at school]. In: Zdravá škola. (Pp. 366-370). Banská Bystrica: Univerzita Mateja Bela.
Lemešová, M. (2012). Problémové správanie v kontexte formálneho a neformálneho vzdelávania [Problem behaviour in the context of formal and informal education]. In: Poruchy správania ako sociálny a edukačný fenomén (pp. 136-147). Bratislava: Iris.
OECD (2007). Creating Effective Teaching and Learning Environments: First Results from TALIS. Available online:
www.oecd.org/edu/school/creatingeffectiveteachingandlearningenvironmentsfirstresultsfromtalis.htm
Seidel, T., Sturmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2010). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 2, 259-267.
Sherin, M. G. & van Es, E. A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60, 20-37.
Sokolová, L., Lemešová, M., & Jursová Zacharová, Z. (2014). Psychologická príprava budúcich učiteľov a učiteliek: Inovatívne prístupy [Training in psychology for prospective teachers: Innovative approaches]. Bratislava: Comenius University.
Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66 295-308. DOI http://dx.doi.org/10.1016/j.tate.2017.04.015
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. A. (2016). Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes. Instructional Science, 44, 243-265. DOI https://doi.org/10.1007/s11251-016-9367-z
