ERIC Number: ED349292
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: 0
Inexperienced and Experienced Teachers' Differences in Reacting and Attributing to Problematic Classroom Situations.
Korevaar, Gerda A. G.; Bergen, Theo C. M.
This study was conducted to determine the relationship between teachers' experience and their perceptions of and reactions to problematic classroom situations. The purpose was to assist teacher educators to more adequately train beginning teachers who then would be better prepared to deal with problematic classroom situations. Subjects (N=49) were secondary teachers from the Southeast of the Netherlands: 25 inexperienced teachers with 0 to 3 years experience and 24 experienced teachers with more than 5 years of practice. Five simulated problematic classroom situations were shown on videotape, and teachers were asked to complete two questionnaires dealing with emotional stress reaction and the sense of self-efficacy. The data suggest that experienced teachers' reactions are characterized by more complexity than those of inexperienced teachers; experienced teachers produce more reaction-intentions and need more reaction time; both groups show no differences in their range of reactions and seem to react in a confrontive, friendly-directive or understanding-permissive way. Attributional differences of teachers appear to be related to situational cues, rather than to teachers' experience. (LL)
Descriptors: Beginning Teachers, Classroom Techniques, Comparative Analysis, Discipline Problems, Emotional Response, Foreign Countries, Higher Education, Preservice Teacher Education, Reaction Time, Secondary Education, Secondary School Teachers, Self Efficacy, Situational Tests, Teacher Response, Teaching Experience
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).