Identifying Teacher Expertise: An Examination of Researchers' Decision Making

Palmer, Douglas J.; Stough, Laura M.; Burdenski, Thomas K.; Gonzales, Maricela

doi:10.1207/s15326985ep4001_2

Cited by 179 publications

(105 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the same time, the knowledgeable teachers rejected a receptive view of learning (''mathematics can best be learned by careful listening''), but tended to think that mathematics should be learned by self-determined, independent activities that foster real insight. These relationships between knowledge and beliefs nicely fit into the desirable ''profile'' (Sternberg and Horvarth, 1995) of an ''expert teacher'' (Palmer, Stough, Burdenski, & Gonzales, 2005).…”

Section: Knowledge and Working Experiencementioning

confidence: 73%

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

190

119

View full text Add to dashboard Cite

Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COAC-TIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various ''contrast populations,'' namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population's performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.

show abstract

Section: Knowledge and Working Experiencementioning

confidence: 73%

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

190

119

View full text Add to dashboard Cite

show abstract

“…Experts in this study had at least seven years of teaching experience, were recognized by fellow teachers as competent or above-average classroom managers, and were recommended by their school leaders as experts in the teaching profession (Palmer et al 2005). Novices were in either the first or second year of teacher training and had completed between 10 and 40 hours of classroom teaching experience in the context of their training program.…”

Section: Methods Participantsmentioning

confidence: 99%

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

et al. 2016

View full text Add to dashboard Cite

Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices' viewing was more dispersed whereas experts' was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers' attention was more scattered across the classroom. Experts' perception appears to be more knowledge-driven whereas novices' appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.

show abstract

“…Out of this population, a sample of 84 teachers was selected from Isfahan University and a sample of 50 teachers from Payam Noor University by a purposive sampling technique. The sampling is purposive because the participant teachers must have been selected from among the novice teachers with 1 to 5 years of experience in teaching English who have not yet passed any professional development program, and their perceptions and skills are, therefore, just subject to their preservice preparation programs and their limited experience in classrooms (Remmik, Karm, & Lepp, 2013;Palmer, Stough, Burdenski, & Gonzales, 2005 …”

Section: Participantsmentioning

confidence: 99%

Teachers Perceptions of their Knowledge and Skills in General and Specific Purposes English Courses at Distance and Regular Universities

Yekta¹

2018

J.educ.soc.sci

View full text Add to dashboard Cite

Abstract:The purpose of the this survey study was to explore if there were any differences between EGP and ESP teachers in terms of the way they perceived their pedagogical knowledge and teaching skills in teaching English when they were teaching in distance and regular education systems. To this aim, 84 teachers from a regular University and 50 teachers from the distance university were selected to participate in the survey. They were all novice teachers that had been working either in EGP and ESP courses for 1 to 4 years. The survey instrument used in this study was a questionnaire developed by Choy, Lim, Chong, and Wong (2012). It consists of 37 items, each with two Likert rating scales of 5 points which assess the self-perceived pedagogical knowledge and skills of the teachers. To compare the mean scores obtained from EGP and ESP teachers' perceptions of their knowledge and skills in distance and regular systems, MANOVA statistical technique was run on SPSS. The results showed that there was not any significant difference between distance and regular teachers of EGP in terms of their perceptions of their knowledge level and teaching skills. But, distance and regular teachers' perceptions of their pedagogical knowledge level in ESP courses were significantly different. A significant difference was also observed in the perceptions of pedagogical skills level between ESP teachers in two university systems with ESP teachers in the distance university perceiving their knowledge and skills at a higher level than their counterparts in regular education system. The results of this study have some implications for teacher training and professional development programs and pave the way for future studies on teachers' and learners' perceptions.

show abstract

Identifying Teacher Expertise: An Examination of Researchers' Decision Making

Cited by 179 publications

References 54 publications

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

Teachers Perceptions of their Knowledge and Skills in General and Specific Purposes English Courses at Distance and Regular Universities

Contact Info

Product

Resources

About