Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?

Pielmeier, Maralena; Huber, Sina; Seidel, Tina

doi:10.1016/j.tate.2018.01.002

Cited by 29 publications

(13 citation statements)

References 56 publications

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“…To address the first research question, previous research regarding accuracy of teacher judgment of student profiles was acknowledged and applied to the context of this study (Huber and Seidel 2018;Kaiser et al 2017;Linnenbrink-Garcia et al 2012;Pielmeier et al 2018;Praetorius et al 2017;Südkamp et al 2018). Previous studies mainly included in-service and experienced teachers, without providing systematic comparisons to novices and their typical misjudgment patterns.…”

Section: Discussionmentioning

confidence: 99%

Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze

et al. 2020

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The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profiles. Teacher professional vision and underlying assumptions about processes of noticing and reasoning about the chosen diagnostic situation serve as a conceptual basis. In the empirical study (N = 41 participants), it is investigated to what extent expert and novice teachers differ with regard to judgment accuracy of underlying student profiles, observed student cues used for judgment, and teacher gaze as perceptual indicator. The study task involved observing a video clip and diagnosing five marked students based on their underlying profiles. First, findings of the study suggest that expert teachers are more accurate in judging incoherent profiles compared to novices. Second, both novices as well as experts state valid behavioral cues when inferring from student engagement to underlying student profile. Third, experts spend more teacher gaze on student profiles which might need adaptive pedagogical action (struggling, underestimating, uninterested student). The study provides first evidence on teacher gaze during the professional task of diagnosing individual students in the process of teaching. Regarding the conceptual model of teacher professional vision teacher gaze can serve as an additional operationalization of the noticing component of teacher professional vision.

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Section: Discussionmentioning

confidence: 99%

Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze

et al. 2020

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“…Depending on whether teachers judge cognitive performance or motivation, this coefficient is even lower (cf. [33,34]). One discussed reason for this inaccuracy is that teachers can refer less to "hard facts" when they are assessing the student's self-concept than when they are assessing cognitive performance [33].…”

Section: Resultsmentioning

confidence: 99%

“…[33,34]). One discussed reason for this inaccuracy is that teachers can refer less to "hard facts" when they are assessing the student's self-concept than when they are assessing cognitive performance [33]. The question that could also be asked in this context is whether some students are more successful in conveying a positive self-image through successful impression management, which diminishes teacher's judgement accuracy regarding student's selfconcept.…”

Section: Resultsmentioning

confidence: 99%

The Power of Appearance: Students’ Impression Management within Class

Forster-Heinzer¹,

Nagel²,

Biedermann³

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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Although educational research acknowledges that social perception processes are relevant for understanding but also evaluating situations, the topic of impression management (IM) has achieved only little attention so far. Individuals have discussed rather as passively exposed to the mechanism of social interaction and perception processes. This contribution changes perspectives and addresses the question of conscious impression management within classes. The chapter asks whether students use self-presentation tactics in order to deliberately navigate the impression their teachers should have of them. By means of an empirical study, country-and gender-specific differences with regard to impression management were found. Likewise, students with a high educational aspiration and good school grades scored higher or at least differently on impression management than students with a low educational aspiration level and low school grades. And students with a high educational aspiration but low grades try to overcome this discrepancy by means of personally adapting to the teachers' expectations. Even though the influence mechanism of impression management on school success cannot conclusively be answered, this paper opens new perspectives on the scientific discourse of social inequality as well as teaching quality and discusses implications for teacher education.

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“…According to Pielmeier, Huber, and Seidel (2018), student characteristics are related to the formation of effective teaching and learning activities in the classroom. Therefore, the teacher must know the characteristics of each student.…”

Section: Resultsmentioning

confidence: 99%

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Nurina

Riandi

Widodo

et al. 2019

JPBI

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Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

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Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?

Cited by 29 publications

References 56 publications

Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze

Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze

The Power of Appearance: Students’ Impression Management within Class

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

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