Interactive thinking and teacher expertise
Analysing experienced vs. novice teachers stimulated recalls
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A lot has been written on expertise in teaching. This research has merged with the studies of teacher cognition, as teachers observable behaviour cannot be analysed separately from underlying thought processes. Researching teachers interactive thinking provides an interesting angle for looking at expert/novice teacher differences, as dealing with complexity of the classroom places great demands on teachers cognition. This study investigates stimulated recalls of 3 teachers with differing levels of experience. Unlike much of the previous research it does not focus exclusively on decision-making...
A lot has been written on expertise in teaching.
This research has merged with the studies of teacher
cognition, as teachers observable behaviour cannot
be analysed separately from underlying thought
processes. Researching teachers interactive
thinking provides an interesting angle for looking
at expert/novice teacher differences, as dealing
with complexity of the classroom places great
demands on teachers cognition. This study
investigates stimulated recalls of 3 teachers with
differing levels of experience. Unlike much of the
previous research it does not focus exclusively on
decision-making, but tries to take a more general
view. The findings, although tentative, indicate
that there are differences in how
experienced/inexperienced teachers structure their
lessons, how their prior images influence the
teaching process. The study emphasis that
identifying teachers priorities and their goals
could provide useful insights for expertise studies
in language teaching. The book is of value as an
initial empirical exploration and can be useful to
researchers investigating issues of teacher
expertise and teacher cognition as well as teacher
educators.
This research has merged with the studies of teacher
cognition, as teachers observable behaviour cannot
be analysed separately from underlying thought
processes. Researching teachers interactive
thinking provides an interesting angle for looking
at expert/novice teacher differences, as dealing
with complexity of the classroom places great
demands on teachers cognition. This study
investigates stimulated recalls of 3 teachers with
differing levels of experience. Unlike much of the
previous research it does not focus exclusively on
decision-making, but tries to take a more general
view. The findings, although tentative, indicate
that there are differences in how
experienced/inexperienced teachers structure their
lessons, how their prior images influence the
teaching process. The study emphasis that
identifying teachers priorities and their goals
could provide useful insights for expertise studies
in language teaching. The book is of value as an
initial empirical exploration and can be useful to
researchers investigating issues of teacher
expertise and teacher cognition as well as teacher
educators.
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