Teachers’ principles of decision-making and classroom management; a case study and a new observation method

Aho, Emilia; Haverinen, Hanna-Leena; Juuso, Hannu; Laukka, Seppo J.; Sutinen, Ari

doi:10.1016/j.sbspro.2010.12.171

Cited by 17 publications

(23 citation statements)

References 4 publications

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“…In order to reveal the complexity of the classroom, Jackson (1968) presented predictive (occurring before teaching), interactive (occurring during teaching), and positive (occurring after teaching) teacher decision making styles. Thus, pedagogical decision-making is indicated as very important to teaching (Palmer & Rangel, 2011;Aho et al, 2010;Borko et al, 2008;Colton & Sparks-Langer, 1993) which Bishop (2008) called "the most complex of crafts" (p. 34). However, such craft must become "an art" (Noweski et al, 2012, p. 78) which leads to discovering the balance between instruction and creative construction of educational practice.…”

Section: What Is the Decision-making?mentioning

confidence: 99%

“…This requires a new approach to teaching which could become education if it leads to becoming a personality. Such education as a unique interpretative-transformational process reflects a teacher's effort and condition to grow, to create original subjectivity and try to conceptualize the learner's meaning based activity (Aho et al, 2010). However, a teacher has to make decisions in a "genuine" way to teach according to circumstances, experience and individual interpretation of reality grounded on their knowledge base (Palmer, Rangel, 2011;Aho et al, 2010;Borko et al, 2008;Colton & Sparks-Langer, 1993).…”

Section: What Is the Decision-making?mentioning

confidence: 99%

“…Such education as a unique interpretative-transformational process reflects a teacher's effort and condition to grow, to create original subjectivity and try to conceptualize the learner's meaning based activity (Aho et al, 2010). However, a teacher has to make decisions in a "genuine" way to teach according to circumstances, experience and individual interpretation of reality grounded on their knowledge base (Palmer, Rangel, 2011;Aho et al, 2010;Borko et al, 2008;Colton & Sparks-Langer, 1993). Pedagogical decisions defined "as the fundamental link between complex, real-time teaching situations and practical actions in classrooms" (Borko et al, 2008, p. 39), highlight that pedagogical decision-making must be at the heart of the teaching process (Bishop, 2008).…”

Section: What Is the Decision-making?mentioning

confidence: 99%

“…According to Shavelson (1973), "any teaching act is the result of a decision, either conscious or unconscious" (p. 144). While pedagogical decisions are made inthe-moment and cannot be unmade (Aho et al, 2010), the need for understanding how teachers make decisions is emphasized. The organization of pedagogical activities must be based on such decisions that could facilitate to individuals not only the access to knowledge and the improvement of their intellectual abilities but also know-how, skills, attitudes, feelings, and emotions (Boghici & Boghici, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The theoretical framework of factors influencing the pedagogical decision-making

Škėrienė¹,

Augustinienė²

2019

Pedagogika

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The paper is based on the analysis and synthesis of scientific literature with the aim to disclose the peculiarities of pedagogical problem-solving as well as decision-making. It highlights the complexity of pedagogical decision-making. Most research of pedagogical decision-making concentrates on various constituents and psychological factors that are directly related to the features of teachers' personality. Some research of pedagogical decision-making focuses on the process of decision-making. Trying to answer the research question, this paper attempts to reveal the main groups of factors that influence the pedagogical decision-making. The theoretical framework, which is based on the insights concerning the pedagogical decision-making factors, is presented.

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Section: What Is the Decision-making?mentioning

confidence: 99%

Section: What Is the Decision-making?mentioning

confidence: 99%

Section: What Is the Decision-making?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The theoretical framework of factors influencing the pedagogical decision-making

Škėrienė¹,

Augustinienė²

2019

Pedagogika

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“…This behavior of teachers involves ethical behavior, educating and ethical teaching (O'Neill, & Bourke, 2010;Barrett, Casey, Visser, & Headley, 2012). Teachers must make informed decisions about what to do in order to achieve the best for the learners (Aho et al, 2010). They are required to conduct a class that involves complex interactions between the current teaching context, past knowledge, and personal beliefs and values, with a variety of difficulties, such as difficulties with inappropriate behavior by individual learners (Confait, 2015).…”

Section: Introduction and Study Backgroundmentioning

confidence: 99%

The Impact of Preservice and New Teachers’ Involvement in Simulation Workshop and Their Perceptions about the Concept of Conflict in Education

Salman

Fattum

2019

IJELL

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Aim/Purpose: In the modern world, simulation has become a new phenomenon in education, which conveys new and innovative ideas of curriculum, instruction, and classroom management. It makes certain of Aristotle’s words when he said that “The things we have to learn before we do them, we must learn by doing them”. One might think that simulation in education is one of these technologies. This study examined preservice and new teachers’ perceptions about the con-cept of conflict and educational conflict management in a simulation workshop conducted at the Academic Arab College’s Simulation Center in Haifa, Israel. Background: Simulation engages learners in “deep learning” and empowers their understanding. In other words, simulation provides an alternative real world experience. As part of our work at the Educational Simulation Center in the Arab Academic College in Haifa, Israel, we examined the performance and contribution of educators who visit the center and participate in educational conflict management simulation workshops. Methodology: A mixed methods study was conducted. A total of 237 participants of preservice teachers from diverse professions were divided into 15 groups to examine the research question: How does the experience of participating in a simulation workshop affect preservice teachers’ perception about the concept of conflict? Contribution: This study seeks to contribute to simulation and conflict management in education. This contribution to the body of literature can help researchers, scholars, students, and education technology professionals to advance simulation research studies. Findings: The study findings indicate that there is a high degree of satisfaction (more than 90%) among preservice teachers in participating in the workshop. It also indicates a positive and significant change in participants’ perceptions of the concept of conflict and the management of conflict situations. Recommendations for Practitioners: In light of the study findings, it is recommended that new teachers be exposed to simulation workshops with a variety of scenarios dealing with different conflict situations. This exposure could contribute to their professional development and conduct in a more efficient and convenient manner in schools.

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Why teachers address unplanned controversial issues in the classroom

Cassar¹,

Oosterheert²,

Meijer³

2023

Theory & Research in Social Education

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Teachers’ principles of decision-making and classroom management; a case study and a new observation method

Cited by 17 publications

References 4 publications

The theoretical framework of factors influencing the pedagogical decision-making

The theoretical framework of factors influencing the pedagogical decision-making

The Impact of Preservice and New Teachers’ Involvement in Simulation Workshop and Their Perceptions about the Concept of Conflict in Education

Why teachers address unplanned controversial issues in the classroom

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