Teacher decision-making in the classroom
The influence of cognitive load and teacher affect
Bibliographic Data
| ID | 21494549 |
|---|---|
| Authors | Caroline Blackley (Agency for Quality Assurance and Accreditation Austria, corresponding author), Petrea Redmond (0000-0001-9674-1206), Karen Peel (0000-0003-1626-9525) |
| Year | 2021 |
| Volume | 47 |
| Issue | 4 |
| Pages | 548-561 |
| Publication date | 2021-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1902748 |
| OpenAlex | W3138489629 |
| Language | EN |
| Citations received | 16 |
| References cited | 47 |
In everyday classroom situations, teacher decisions are influenced by cognitive load and affect. Cognitive demands related to decisionmaking by teachers, and associated affect, influence future decisions, providing a juncture to change potential outcomes. Eight Australian Secondary teachers were selected for this qualitative study based on the variance in years of experience, gender, age and expertise across content areas. Interviews, classroom observations and reflection sessions revealed participants differed in the language they used when describing their process in making classroom decisions. Assertions from teachers, along with classroom observation data, showed an increased use in proactive teacher actions and reduced cognitive load in decision-making when decisions were made in a state of positive affect. Furthermore, teachers reported reduced negative affect when their initial response to unproductive student behaviour was to refer to their classroom expectations and/or acknowledge correct student behaviours, before addressing unproductive behaviours. Teacher reflections on using positive actions in classroom practices were consistent with reported reduced cognitive load and feelings of success. All teachers reported increased self-reflection while teaching due to increased awareness of available choices when making decisions. Reduced cognitive load, increased positive affect and improved awareness in available choices in classroom decisions leading to positive classroom environments
Cognition · Cognitive Load · Developmental psychology · Feeling · Mathematics education · Pedagogy · Teacher education · Communication in Education and Healthcare · Educational Environments and Student Outcomes · Psychology · Social Psychology · Visual and Cognitive Learning Processes
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| Citations per year | 5.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |