چکیده:
Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed.
خلاصه ماشینی:
L2 Teachers’ Representations of Classroom Management Events: Variations across Experience Levels Mohammad Nabi Karimi*, Mostafa Nazari Kharazmi University, Tehran, Iran Abstract Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense- making processes, is believed to influence teachers‟ reasoning/thinking skills.
Keywords: knowledge representation; classroom management; novice teachers; experienced teachers; expertise Article Information: Received: 6 December 2018 Revised: 9 February 2019 Accepted: 16 February 2019 Corresponding author: Department of Foreign Languages, Kharazmi University, Tehran, Iran Email: Karimi_mn@yahoo.
Research on teacher experience has often taken the form of comparing novice and experienced teachers in various domains such as mathematics (Cortina, Miller, McKenzie, & Epstein, 2015), language teaching (Burkhauser & Lesaux, 2015; Fallah & Nazari, 2019; Karimi & Norouzi, 2019; Li & Zou, 2017) and mixed teacher-group studies (Hogan & Rabinowitz, 2009; Wolff et al.
First, although research in mainstream teacher education has established a number of differences between novice and experienced teachers in their representations of classroom management events, the results may not necessarily be transferrable to language teaching contexts.
Apart from little research attention to the issue in the literature of second language teacher education, examining the way novice and experienced teachers represent classroom management events illuminates how they differ in their representations as a reflection of their knowledge base of classroom management in the beginning and later stages of their professional career.