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

Hogan, Tracy; Rabinowitz, Mitchell; Craven, John

doi:10.1207/s15326985ep3804_3

Cited by 140 publications

(119 citation statements)

References 38 publications

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“…Although consensus on generic distinctions between expert and novice teachers is lacking, it is widely accepted that teacher expertise influences cognition and representation, depth of content knowledge, and goal-focused thinking (Hogan et al 2003). Expert teachers have shown efficient information-reduction abilities when interpreting classroom complexity, even in classroom scenes that were previously unknown to them.…”

Section: Teacher Expertise: Knowledge and Visionmentioning

confidence: 99%

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

et al. 2016

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Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices' viewing was more dispersed whereas experts' was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers' attention was more scattered across the classroom. Experts' perception appears to be more knowledge-driven whereas novices' appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.

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Section: Teacher Expertise: Knowledge and Visionmentioning

confidence: 99%

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

et al. 2016

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“…Hogan, Rabinowitz, and Craven 2003;Wenglinsky 2002), we found evidence that expert and novice educators enact these four interpersonal attitudes differently.…”

Section: Expert Versus Novice Educatorsmentioning

confidence: 71%

“…This is probably due to the difficulties that teachers encounter in putting their abstract knowledge into practice in real contexts (Wubbels, Brekelmans, and Hooymayers 1992). Novice educators may find this particularly taxing (den Brok 2001;Hogan, Rabinowitz, and Craven 2003): consequently, we paid specific attention to possible differences between expert and novice teachers.…”

Section: Knowledge and Learning In A Constructivist Frameworkmentioning

confidence: 99%

Knowledge construction: the role of the teacher’s interpersonal attitudes

Mate

Brizio

Tirassa

2011

Research Papers in Education

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Socio-constructivist perspectives on adult education, as well as many practitioners in the field, assume that the teacher's interpersonal attitudes influence the process of knowledge construction on the part of the participants. The aim of this paper is to contribute to an empirical evaluation of this view, and in particular: (i) to understand whether the actions enacted by an educator toward learners may be taken as local cues of her underlying general interpersonal attitudes in and about the situation; (ii) to try to describe such behaviours and to gather them into meaningful clusters; (iii) to explore possible differences in the general interpersonal attitudes of novice vs. expert educators; (iv) to correlate such attitudes with the learners' behaviours. Fifteen training courses for adults, each involving different educators, participants and topics, were observed. All the courses took place in classrooms in the city of Torino, Italy. Each course was simultaneously observed by three independent judges. Factor analysis led to the identification of four main interpersonal attitudes of the educators, namely favouring cooperation, directivity, flexibility, and focusing on the group. These attitudes were then correlated to indexes of the participants' levels of attention, participation and understanding. The results corroborate the hypothesis that the interpersonal attitudes of the educators correlate with the mental attitudes of the learners. In particular, a cooperative orientation appears to foster the conditions for the construction of new knowledge. The two subgroups of expert and novice educators achieved different levels of effectiveness. Overall, our findings support the idea that learning is a process of knowledge transformation that takes place within an interpersonal context.

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“…The way the latter scan a larger "steering group" would make them able to perceive more fine-grained events [24], since they are less overwhelmed than novices are. This "steering group" is action-oriented, so it likely contains students whose behavioral changes may have effects on teachers' strategies (activity change, feedback, etc.)…”

Section: Discussionmentioning

confidence: 99%

“Keep Your Eyes on ’em all!”: A Mobile Eye-Tracking Analysis of Teachers’ Sensitivity to Students

Dessus

Cosnefroy

Luengo

2016

Lecture Notes in Computer Science

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International audienceThis study aims at investigating which cues teachers detect and process from their students during instruction. This information capturing process depends on teachers' sensitivity, or awareness, to students' needs, which has been recognized as crucial for classroom management. We recorded the gaze behaviors of two pre-service teachers and two experienced teachers during a whole math lesson in primary classrooms. Thanks to a simple Learning Analyt-ics interface, the data analysis reports, firstly, which were the most often tracked students, in relation with their classroom behavior and performance; secondly, which relationships exist between teachers' attentional frequency distribution and lability, and the overall classroom climate they promote, measured by the Classroom Assessment Scoring System. Results show that participants' gaze patterns are mainly related to their experience. Learning Analytics use cases are eventually presented, enabling researchers or teacher trainers to further explore the eye-tracking data

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

Cited by 140 publications

References 38 publications

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

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

Knowledge construction: the role of the teacher’s interpersonal attitudes

“Keep Your Eyes on ’em all!”: A Mobile Eye-Tracking Analysis of Teachers’ Sensitivity to Students

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