Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan

Sato, Manabu; Akita, Kiyomi; Iwakawa, Naoki

doi:10.1080/01619569309538745

Cited by 30 publications

(16 citation statements)

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“…Personal teaching efficacy is one of the most important characteristics of an expert teacher, and an expert teacher uses practical thinking styles that involve active, sensitive, deliberate and reflective engagement in teaching situations (Sato, Akita, & Iwakawa, 1993). Such practical thinking styles are, in essence, the integration of intrapersonal intelligence, CT‐dispositions and the judicial thinking style.…”

Section: Discussionmentioning

confidence: 99%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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Personal teaching efficacy is associated with a teacher's effectiveness in the classroom. To enhance this efficacy in a computer-simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computersimulated training. One hundred and seventy-eight preservice teachers completed an interactive teaching experience via the Computer Simulation for Teaching General Critical-thinking Skills in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical-thinking dispositions and a judicial thinking style are related to self-awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers' personal teaching efficacy during the computer-simulated teaching.

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Section: Discussionmentioning

confidence: 99%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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“…Evaluating one's own lessons or other teachers' classroom teaching is the most common way that has been used to reflect on instruction practice (Artzt, Armour-Thomas, & Curcio, 2008). Teachers' comments on classroom instruction, whether made by expert or novice teachers, naturally provide a window through which researchers can try to understand teachers' thinking and reasoning behind their reflections (e.g., Krull, Oras, & Sisask, 2007;Sato, Akita, & Iwakawa, 1993). A contrast between expert and novice teachers' comments can thus reveal culturally valued aspects that are important for developing effective mathematics teaching in that culture.…”

Section: Methodological Considerationsmentioning

confidence: 97%

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Huang

Xiao-ya

2010

Canadian Journal of Science, Mathematics and Technology Educati

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In this study, we examined the views of 10 experts and 10 novices on effective mathematics instruction in China. We found that all the participants valued students' mastering of mathematical knowledge and skills and their development in mathematical thinking methods and abilities. Compared with novice teachers, expert teachers emphasized the development of students' mathematical thinking and higher order thinking abilities and properly dealing with important and difficult content points. In contrast, novice teachers were particularly concerned about the effectiveness of teachers' guidance.Résumé: Dans cetteétude, nous avons analysé les points de vue de 10 enseignants d'expérience et 10 enseignants débutants sur l'enseignement efficace des mathématiques en Chine. Nos résultats montrent que tous les participants ontà coeur l'acquisition des savoirs et des habiletés mathématiques de leursétudiants, de même que le développement de leur pensée mathématique en termes de méthodes et d'habiletés. Comparativementà leurs nouveaux collègues, cependant, les enseignants d'expérience insistent d'avantage sur le développement de la pensée mathématique et les habiletés de pensée d'ordre supérieur, ainsi que sur la capacité d'affronter certainséléments de contenu importants. Quant aux nouveaux enseignants, ils se préoccupent avant tout de l'efficacité de leurs conseils pédagogiques.

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“…Sato et al 1993;Lee 2005;Krull et al 2007). Based on these studies, an idea unit was defined as a trainee's statement, which is a semantic entity, either a (part) sentence or a sequence of sentences, dealing with one specific, observed phenomenon in the class activities.…”

Section: Identification Of Idea Unitsmentioning

confidence: 99%

Promoting student teachers’ lesson analysis and observation skills by using Gagné’s model of an instructional unit

Krull

Oras

Pikksaar

2010

Journal of Education for Teaching

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This paper introduces a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. The experimental group progressed more than the control group. Gagné's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events. The effectiveness of the proposed training approach was assessed on the basis of qualitative content analysis of lesson analysis reports written by student teachers in experimental and control groups at the beginning and end of their 10-week pedagogical school practicum. A comparison of progress made by the two groups was carried out in terms of the number of analytic idea units produced, categories of these units and their distribution across the relevant lesson events.

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Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan

Cited by 30 publications

References 0 publications

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views

Promoting student teachers’ lesson analysis and observation skills by using Gagné’s model of an instructional unit

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