ABSTRACT

In everyday classroom situations, teacher decisions are influenced by cognitive load and affect. Cognitive demands related to decision-making 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.

摘要

在日常课堂情况下，教师的决定会受到认知负荷和情感的影响。与教师决策相关的认知需求以及相关影响会影响未来的决策，为改变潜在结果提供一个契机。根据跨内容领域的经验年数、性别、年龄和专业知识的差异，为这项定性研究选择了八名澳大利亚中学教师。访谈、课堂观察和反思会议显示，参与者在描述他们做出课堂决策的过程时使用的语言不同。教师的断言以及课堂观察数据表明，当在积极影响的状态下做出决定时，更多地使用积极的教师行动并减少决策中的认知负担。此外，教师报告说，当他们对非生产性学生行为的最初反应是参考他们的课堂期望和/或承认正确的学生行为，然后再解决非生产性行为时，负面影响会减少。教师对在课堂实践中使用积极行动的反思与所报告的认知负荷和成功感的降低是一致的。所有教师都报告说，由于在做出决定时对可用选择的认识增加，因此在教学过程中自我反思有所增加。减少认知负荷，增加积极影响并提高对课堂决策中可用选择的认识，从而营造积极的课堂环境。在解决非生产性行为之前。教师对在课堂实践中使用积极行动的反思与报告的认知负荷降低和成功感一致。所有教师都报告说，由于在做出决定时对可用选择的认识增加，因此在教学过程中自我反思有所增加。减少认知负荷，增加积极影响并提高课堂决策中可用选择的意识，从而营造积极的课堂环境。在解决非生产性行为之前。教师对在课堂实践中使用积极行动的反思与报告的认知负荷降低和成功感一致。所有教师都报告说，由于在做出决定时对可用选择的认识增加，因此在教学过程中自我反思有所增加。减少认知负荷，增加积极影响并提高课堂决策中可用选择的意识，从而营造积极的课堂环境。