Understanding and communication in expositive discourse: an analysis of the strategies used by expert and preservice teachers.

Mathematics Teachers’ Use of Questions: Is There a Change of Practice after the Curriculum Change?

“…Berliner (1988) outlines in the five -stage model of teacher development that expert teachers have automated routines which can be the reason of non-adaptation to the curriculum changes. Sanchez et al (1999) found out that experts have tendency to ask higher-order questions, including the analysis or synthesis of information while novices commonly ask rhetorical questions. However, data from this study indicated that more experienced teachers' answers include fewer details.…”

Are instructional explanations more effective in the context of an impasse?

“…This indicates that giving explanations may be an inherent feature of tutors' performance. Explanations are also the core of teachers' lectures in the classroom (e.g., Cazden 1988;Edwards and Westgate 1987;Leinhardt 1993;Sánchez et al 1999;Sánchez et al 2008). Computer-based learning environments (CBLE's) involve, among other kinds of assistance, systems which provide intelligent answers and feedback on learners' contributions (e.g., Graesser et al 2001;VanLehn et al (2000), default explanations in response to learners' requests (e.g., Aleven and Koedinger 2000;Renkl 2002), or default explanations given as a feedback on learners' choices (e.g., Mayer 2002, 2005;Moreno et al 2001).…”

Concepts of teacher knowledge as social strategies

“…To ask if this is indeed possible is a question at the first level of abstraction. Studies such as those performed by Sánchez et al (1999) and Ethell and McMeniman (2000) typically conclude with discussions where it is explained how concepts of expert work can be used to make teachers and student teachers better understand what they are doing. Furthermore, I believe that no researchers would conduct their studies or perform reviews of studies unless they believed in the intrinsic value of their work (Jóhannesson, 1993(Jóhannesson, , 1999.…”

“…1 I discuss here two studies that aim at revealing the invisible (tacit) aspects of teachers' work. Sánchez et al (1999) argue that by making thought processes of experienced and good teachers visible, teacher education can be improved by teaching prospective teachers the cognitive strategies used by the experienced teachers. They conducted a study of 36 lessons divided between nine (good) experienced teachers and nine student teachers, all of whom were to teach 15-16-year-old students in an expository way.…”