Teachers' interactive cognitions in noticed classroom management events: Does experience matter?

This study explored preservice (n = 21), beginning (n = 17), and experienced (n = 19) teachers' interactive cognitions accompanying classroom management events they noticed during teaching. Stimulated-recall interviews based on actor-perspective teaching videos (including teachers' hand signals during teaching) captured teachers' verbal reports of interactive cognitions. Content analysis of these verbal reports using a multi-dimensional coding scheme and qualitative network analysis elicited similar patterns in structure and content of interactive cognitions, with minor nuances across teacher groups but considerable differences among individual teachers. Findings emphasize the value of investigating cognitions of one's own teaching practices and the need for teacher training programs to attend to individual differences. • Teacher groups in different professional development phases show similar interactive cognitions connected to classroom management events. • Large variability among individual teachers in interactive cognitions connected to classroom management events. • Taking authentic teaching contexts into account when investigating cognitions connected to teachers' classroom management behavior. • Combining in-action and on-action methods to gain a complete portrait of actorperspective teachers' noticing. [ABSTRACT FROM AUTHOR]