Teachers’ Pedagogical Understanding and Frameworks for Students’ Use of Classroom Displays

Abstract

This study explored the educational functions of classroom displays through the narratives of elementary school homeroom teachers. Narrative data were collected from nine homeroom teachers regarding how they interpret and explain the displays in their own classrooms and were analyzed using text mining methods. Co-occurrence network analysis was first conducted to explore the patterns of word co-occurrence in teachers’ narratives, resulting in the classification of classroom display roles into five categories. Corresponding analysis was then employed to examine the relationships between lexical tendencies in teachers’ narratives and existing classification frameworks derived from both teacher and student perspectives. The findings indicate that classroom displays function as practical supports for classroom management and lesson planning, while also serving as mediating resources that shape students’ behavior and understanding. In conclusion, classroom displays may operate as tools through which teachers’ pedagogical intentions intersect with students’ interpretations. This perspective highlights the importance of considering classroom displays as an integral component of pedagogical practice with implications for both classroom design and teacher education.