Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach

Weyers, Jonas; Kramer, Charlotte; Kaspar, Kai; König, Johannes

doi:10.1016/j.tate.2023.104426

Cited by 5 publications

(2 citation statements)

References 53 publications

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“…This contrasts with Western classrooms, which encourage more individualism and creativity. Additionally, Japanese classrooms place a strong emphasis on student responsibility and stewardship, with students expected to follow set school routines and value punctuality (Weyers, Kramer, Kaspar, & König, 2024).…”

Section: Strategies For Fostering Student Engagement and Active Parti...mentioning

confidence: 99%

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

Badawi

2024

tijie

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This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

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Section: Strategies For Fostering Student Engagement and Active Parti...mentioning

confidence: 99%

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

Badawi

2024

tijie

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“…The weighted mean square (a component of the fit statistic that ideally yields a value of 1.0) varied in an acceptable range between 0.87 and 1.14, with an average of 1.00. scales reached at least acceptable separation reliability, as shown in Table 2. WLE reliability for decision-making was somewhat questionable, possibly due to the small total number of decision-making items associated with a complex construct and the variety of decision-making contexts represented in the instrument, which is a common problem when measuring decision-oriented constructs (Weyers et al, 2024). The attenuation-corrected latent correlations between the three facets were comparable to previous studies, with correlations of r = 0.79 between perception and interpretation, r = 0.88 between interpretation and decision-making, and r = 0.50 between perception and decision-making (Bastian et al, 2022).…”

Section: Figurementioning

confidence: 99%

Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education

Bastian,

König,

Weyers

et al. 2024

Front. Educ.

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In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.

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Publication III

Bastian

2024

Perspektiven Der Mathematikdidaktik

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Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach

Cited by 5 publications

References 53 publications

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education

Publication III

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