Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events
Tóm tắt
Dealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes how they monitor events and how they maintain an ongoing awareness of classroom situations. It also impacts decisions about when and how to act in response to events. Research on classroom management has often focused on how to handle common classroom situations, but does not provide a theoretical description of how knowledge from experience affects teachers’ awareness and ability to manage the classroom. This article proposes a definition for
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