Teacher decision-making in the classroom: the influence of cognitive load and teacher affect
Article
Article Title | Teacher decision-making in the classroom: the influence of cognitive load and teacher affect |
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ERA Journal ID | 20744 |
Article Category | Article |
Authors | McCarty, Caroline (Author), Redmond, Petrea (Author) and Peel, Karen (Author) |
Journal Title | Journal of Education for Teaching |
Journal Citation | 47 (4), pp. 548-561 |
Number of Pages | 14 |
Year | 2021 |
Place of Publication | United Kingdom |
ISSN | 0260-7476 |
1360-0540 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02607476.2021.1902748 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/02607476.2021.1902748 |
Abstract | 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. |
Keywords | affect; cognitive load; classroom environment; decision-making; reflection |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Education |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q64yx/teacher-decision-making-in-the-classroom-the-influence-of-cognitive-load-and-teacher-affect
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