How Teachers Know Their Classrooms: A Crosscultural Study of Teachers' Understanding of Classroom Situations.

Autor/inn/en	Ben-Peretz, Miriam; Halkes, Rob
Titel	How Teachers Know Their Classrooms: A Crosscultural Study of Teachers' Understanding of Classroom Situations.
Quelle	(1986), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Cultural Background; Elementary Secondary Education; Evaluative Thinking; Foreign Countries; Inferences; Nonverbal Communication; Student Behavior; Teacher Attitudes; Teacher Behavior; Israel; Netherlands + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Ausland; Inference; Inferenz; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Schülerverhalten; Lehrerverhalten; Teacher behaviour; Niederlande
Abstract	Teachers' knowledge and understanding of classrooms is perceived in this study in terms of interpretation of non-verbal and situational cues. Two sets of videotapes of classroom episodes were prepared, one in Hebrew and one in Dutch. These tapes were viewed by Israeli and Dutch teachers in cross-cultural settings. Teachers responded in writing and in group discussions to questions about the perceived nature of the viewed episodes and commented on the cues on which their interpretations were based. Analysis of written responses and protocols of discussions yielded insights into the nature of teachers' cues and the interpretation process in the two cultures. On the basis of the data collected, it appeared that teachers use personal cues, part of their personal knowledge, to infer classroom meanings in cross-cultural settings. The different cues used by individual teachers represented their personal knowledge and were shaped by their own experience. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC