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Varied patterns of mistake responses in a veteran teacher’s classroom

Bibliographic Data

ID22166772
AuthorsMike Donaldson (0000-0003-3699-8362, Smith College, corresponding author), MALEKA DONALDSON
Year2023
Volume8
Publication date2023-09-28
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1240411
OpenAlexW4387184397
LanguageEN
References cited21

This study explores the range of distinct mistake responses that one veteran public school teacher employs with her class of 20 Kindergarten students during daily learning and teaching. Relying on more than 60 h of classroom observations and using a grounded theory approach, a micro-level, qualitative analysis of the teacher’s responses to each child’s mistakes was conducted, attending to words and actions during instructional interactions captured in fieldnotes and video recordings. Data analysis of observed teaching practices revealed five distinct patterns that the teacher used to help children correct academic and/or behavioral mistakes. The amount and type of teacher involvement ranged from little engagement with mistakes for students who rarely made any, to heavy-handed supports for children who routinely struggled to obtain right answers

Club · Ethnography · Fieldnotes · Grounded theory · Mathematics education · Mistake · Pedagogy · Qualitative research · Sociology · Computer Science · Early Childhood Education and Development · Educator Training and Historical Pedagogy · Medicine · Psychology · Teacher Education and Leadership Studies · Artificial Intelligence

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