Literaturnachweis - Detailanzeige
| Autor/in | Ropo, Eero |
|---|---|
| Titel | Teachers' Conceptions of Teaching and Teaching Behavior: Some Differences between Expert and Novice Teachers. |
| Quelle | (1987), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Teachers; Cognitive Processes; Mathematics Instruction; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teaching Experience |
| Abstract | A pilot study focused on differences between novice and expert teachers, including the structure of teachers' thought processes and knowledge and teaching behavior during lessons. Study data were collected from seven secondary school mathematics teachers (three experts and four novices) through clinical interviews and lesson observation. Interview questions dealt with teachers thoughts towards: (1) general objectives for education; (2) goals for subject matter teaching; (3) interactive thoughts and decisions; and (4) lesson planning and evaluation of learning outcomes. The lesson observation portion of the study focused on: (1) structure of lessons and use of questions; (2) type of questions; (3) scaffolds; and (4) type of scaffolds. Comparison indicated that experts' pedagogical knowledge included higher level conceptions, principles, and generalizations than that of novices. Expertise showed up in teachers' abilities to make correct interpretations about different students and act accordingly in instructional interventions. (CB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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