Problem Finding and Teacher Experience [electronic resource] / Michael T. Moore.
The purpose of this study was to extend previous research by observing how two types of teachers, novice and experienced, find and solve problems in a classroom setting and how problem finding behavior differs between them. The results indicate that experienced teachers (N=10) and student teachers (...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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| Summary: | The purpose of this study was to extend previous research by observing how two types of teachers, novice and experienced, find and solve problems in a classroom setting and how problem finding behavior differs between them. The results indicate that experienced teachers (N=10) and student teachers (N=10) appear to use the same cognitive strategies at the problem formulation stage on most of the problem finding variables. Pre-student teaching subjects (N=10) varied significantly from experienced teachers and student teachers on most problem finding variables except those involving time. At the problem solution stage, experienced teachers differed from novices in the number of questions asked, solutions generated, and on the nature of the questions asked. (Author/JD) |
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| Item Description: | ERIC Document Number: ED306197. ERIC Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Savannah, GA, February 24, 1989). |
| Physical Description: | 35 p. |