See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events

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Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “…Goodwin 1994) shows that with increasing experience, teachers are capable of picking up visual cues from video recordings of authentic classroom lessons (Van den Bogert et al. 2014; Wolff et al. 2016; Yamamoto and Imai-Matsumura 2013) and interpret them appropriately (Wolff et al. 2015, 2017).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “Novices who lack teaching experience tend to make statements rather than interpret understanding in respect of mathematical content (Star and Strickland 2008) and struggle with interpreting students’ understanding (Jacobs et al. 2010; Wolff et al. 2017).”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “Expert teachers also tend to focus less on disruptive student behavior than novices, partially because they are able to prevent disruptions by recognizing behavioral and event cues early on and adjust their teaching activities accordingly and partially because they are more concerned with learning c”