Characteristics of Expert and Novice Teachers

2003 ◽  
pp. 22-41
Keyword(s):  
Novice Teachers ◽  
Expert And Novice

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

2016 ◽  
Vol 44 (3) ◽  
pp. 243-265 ◽  
Author(s):  
Charlotte E. Wolff ◽  
Halszka Jarodzka ◽  
Niek van den Bogert ◽  
Henny P. A. Boshuizen
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Expert And Novice ◽  
Teacher Vision

An Information Processing Analysis of Expert and Novice Teachers’ Problem Solving

1990 ◽  
Vol 27 (3) ◽  
pp. 533-556 ◽  
Author(s):  
H. Lee Swanson ◽  
James E. O’Connor ◽  
John B. Cooney
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Novice Teachers ◽  
Expert And Novice

A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication

1999 ◽  
Vol 47 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Thomas W. Goolsby
Keyword(s):  
Novice Teachers ◽  
Instrumental Music ◽  
Music Teachers ◽  
Band Directors ◽  
Frequency Distributions ◽  
Performance Variables ◽  
Instrumental Music Teachers ◽  
Expert And Novice ◽  
Identical Composition ◽  
And Performance

This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.

Representation in Teaching: Inferences From Research of Expert and Novice Teachers

2003 ◽  
Vol 38 (4) ◽  
pp. 235-247 ◽  
Author(s):  
Tracy Hogan ◽  
Mitchell Rabinowitz ◽  
John A. Craven
Keyword(s):  
Novice Teachers ◽  
Expert And Novice
Sign in / Sign up

Export Citation Format

Share Document