Processing and using information about students: A study of expert, novice, and postulant teachers

Carter, Kathy; Sabers, Donna S.; Cushing, Katherine; Pinnegar, Stefinee; Berliner, David C.

doi:10.1016/0742-051x(87)90015-1

Cited by 154 publications

(62 citation statements)

References 6 publications

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“…Many studies have reported different characteristics between beginning and expert teachers (e.g., Berliner, 1986;Carter et al, 1987;Martin & Reynolds, 1993). Trumbull (1990) even pointed out that a complicated process was included in a beginning teacher's transition toward an expert.…”

Section: Discussionmentioning

confidence: 96%

“…In qualitative studies, for the purpose of comparison, some researchers selected experienced teachers (i.e., experts) versus beginning teachers (i.e., novices) and described or distinguished the two types of teachers' practices or characteristics. For example, Carter et al (1987) found that novice teachers and expert teachers processed and used information differently; Lantz and Kass (1987) concluded that teachers with less experience teaching chemistry regard the officially approved curricular materials as more useful to them than do more experienced teachers. In order to outline the general characteristics of a typical experienced science teacher, Tobin and Fraser (1990) observed exemplary teachers' instruction and compared their classroom environment with nonexemplary teachers' instruction; Brickhouse and Bodner (1992) investigated the constraints and difficulties of a beginning life science teacher.…”

Section: Introductionmentioning

confidence: 98%

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Using time-series design in the assessment of teaching effectiveness

Lin

Lawrenz

1999

Sci. Ed.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 98%

Using time-series design in the assessment of teaching effectiveness

Lin

Lawrenz

1999

Sci. Ed.

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“…Research on teaching (e.g., Berliner, 1986Berliner, , 1987Livingston and Borko, 1989) suggests that novice teachers often have little pedagogical experience to draw upon as they plan and evaluate their lessons and reflect upon their performance as teachers. Nowhere is this situation more evident than in mathematics instruction.…”

Section: Introductionmentioning

confidence: 99%

Training elementary mathematics teachers using interactive multimedia

Bitter

Hatfield

1994

Educ Stud Math

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ABSTRACT. Two studies were conducted wherein an interactive, multimedia-based instructional system was piloted with preservice elementary school teachers. Mathematics methods classes experienced conventional instruction with a new interactive technological-instructional system as supplemental course material. An analysis of interview data indicated that students were more likely to incorporate the knowledge they acquired from the system into their teaching repertoire. Many students thought that this mode of presentation enhanced their learning of mathematics teaching methods and their teaching in other fields.

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“…As Kinchin, Cabot, and Hay put it, -the visualisation of expertise is a necessary step in the development of a pedagogy in which expertise is the currency of exchange between teachers and students‖ (Kinchin, Cabot & Hay, 2008: 324). In this regard, Allen and Casbergue (1997) noted that studies of teacher expertise reveal that experts recall more meaningful classroom events occurring in a complex, dynamic classroom than do inexperienced teachers (Carter et al, 1987;Clartidge & Berliner, 1991;Peterson & Comeaux, 1987;Sabers et al, 1991).…”

Section: Communication In Expert and Novice Teachersmentioning

confidence: 99%

Kinesics and proxemics communication of expert and novice PE teachers

et al. 2011

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The aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed. Kinesics and proxemics communication of expert and novice PE teachers AbstractThe aim of the study is to analyse the sequential paraverbal communication used while teaching by expert and novice PE teachers. Four expert and four novice teachers were observed using a coding scheme of paraverbal behavior. The detection of temporal patterns using Theme v.5 enabled sequential analyses of paraverbal behaviour. The results indicate that compared to expert teachers, novice teachers used a greater number of gestures and did not always make effective use of the teaching space. Their gestures were also less qualitative in nature as they did not take full advantage of the communicative possibilities offered by some of the gestures analysed.

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Processing and using information about students: A study of expert, novice, and postulant teachers

Cited by 154 publications

References 6 publications

Using time-series design in the assessment of teaching effectiveness

Using time-series design in the assessment of teaching effectiveness

Training elementary mathematics teachers using interactive multimedia

Kinesics and proxemics communication of expert and novice PE teachers

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