How Teachers Know Their Classrooms: A Cross‐Cultural Study of Teachers' Understanding of Classroom Situations

Abstract

This article looks at teachers' knowledge and understanding of classrooms in terms of interpretation of nonverbal and situational cues. Two sets of videotapes of classroom episodes were prepared, one in Hebrew and one in Dutch, which were viewed by teachers in cross‐cultural settings. Teachers responded in writing and in group discussions regarding the perceived nature of the viewed episodes and then commented on the interpretation cues. Analysis of written responses and protocols of discussions yielded insights into the two cultures.