Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

The study investigates 39 novice and expert teachers’ perception, interpretation decision-making skills with respect to classroom management events which they observed in two video clips. Their retrospective comments were analyzed a multi-category coding scheme. Experts interpreted more suggested alternative courses of action than novices. They also focused on student learning the context instruction. Concerning relation focus, experts perceived novices when talking about students while making suggestions addressing teacher or context. spoke often preventive management. Conclusions for developing expertise are drawn.