Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Abstract

Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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