Teaching experience is associated with higher frequency of mental/perceptual and action/event words in think-aloud about classroom scenes¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Word usage was significantly associated with expertise level. → Charlotte E. Wolff 2016 q3 i? Experts used the action/event word 'happen' significantly more and novices less than expected. → Charlotte E. Wolff 2016 (2)

Evidence¶

Charlotte E. Wolff 2016¶

Charlotte E. Wolff, Halszka Jarodzka, Niek van den Bogert, Henny P. A. Boshuizen. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instr Sci 44:243-265. https://doi.org/10.1007/s11251-016-9367-z

q3 · i? · associational · r1

Chi-square comparison of semantic-prime lemma frequencies in verbatim think-aloud transcripts, analysed with TXM, found experience associated with higher frequency of both mental/perceptual and action/event word categories, suggesting "more complex thinking, perceptual processing, and attention to classroom events on the part of experts".

"There was a significant association between experience and word usage, v2 (8, N = 937) = 30.45, p \ 0.001."

Charlotte E. Wolff 2016 (2)¶

Charlotte E. Wolff, Halszka Jarodzka, Niek van den Bogert, Henny P. A. Boshuizen. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instr Sci 44:243-265. https://doi.org/10.1007/s11251-016-9367-z

q3 · i? · associational · r2

Follow-up adjusted standardized residuals on individual primes showed experts overused 'happen' (N = 58 vs 43.8 expected) while novices underused it (N = 16 vs 30.2 expected); the article concludes experts expressed more words related to action/event processing.

"Expert teachers used the action/event word ‘happen’ significantly more, ( N = 58, versus 43.8 expected, z = 2.1, p \ 0.001), whereas novices used it less ( N = 16, vs. 30.2 expected, z =- 2.6, p \ 0.001)."

Discussion¶

Related Claims¶

• Experts predict classroom phenomena and student errors far more than novices, who rarely anticipate misalgorithms — related
• Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type — related
• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants — related
• Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos — related
• Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior — related
• Experts perceive classroom situations in terms of groups of students while novices devote more visual attention to individual students — related