A Study of Expert and Novice Teacher Decision Making [microform] : An Integrated Approach / Delores A. Westerman.
The thinking and decision making of expert and novice teachers were studied during three stages of teacher decision making: (1) preactive or planning, (2) interactive or actual teaching, and (3) postactive evaluation and reflection. The novices were five student teachers and the experts were their f...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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MARC
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| 100 | 1 | |a Westerman, Delores A. | |
| 245 | 1 | 2 | |a A Study of Expert and Novice Teacher Decision Making |h [microform] : |b An Integrated Approach / |c Delores A. Westerman. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 23 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED322128. | ||
| 520 | |a The thinking and decision making of expert and novice teachers were studied during three stages of teacher decision making: (1) preactive or planning, (2) interactive or actual teaching, and (3) postactive evaluation and reflection. The novices were five student teachers and the experts were their five cooperating teachers. Differences found between the thinking and decision making of the expert and novice teachers most notably involved the areas of integration of knowledge, student behavior, and interaction among the stages of decision making. The experts demonstrated an ability to combine or integrate new information with prior knowledge, and they were constantly aware of behavioral cues from students telling them when to change their approach to maintain the flow of the lesson. The mental representations of the expert teachers appeared to be based on a comprehensive view of the classroom so that during the preactive stage they used many types of information, such as knowledge of the overall curriculum, the subject matter, and students' interests to arrive at internal goals for their lessons. The methodology of the study has implications for both teacher education and professional development of experienced teachers. Videotaping and conferencing can foster insights into decision making that are unavailable through more traditional methods. The increased awareness of teaching strategies and how best to use them could aid both expert and novice teachers in planning and conducting lessons which facilitate student learning. (JD) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Cooperating Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Lesson Plans. |2 ericd. |
| 650 | 1 | 7 | |a Student Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Student Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Response. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Experience. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED322128 |h Other scheme |i microfiche |n 1 |