Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers

@inproceedings{Borko1989CognitionAI,
  title={Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers},
  author={Hilda Borko and Carol Livingston},
  year={1989}
}
This study investigates the nature of pedagogical expertise by comparing the planning, teaching, and postlesson reflections of three student teachers (two secondary and one elementary) with those of the cooperating teachers with whom they were placed. Participants were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson. Differences in the thinking and actions of these experts and novices were analyzed by perceiving teaching both as a… 

Structure and Improvisation in Creative Teaching: What Makes Good Teachers Great?

In the 1970s and 1980s, educational researchers began to study what makes good teachers great. One common approach of these early researchers was to compare experienced teachers with novice teachers;

What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events

In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China,

Novice and Experienced Children’s Physical Education Teachers: Insights into Their Situational Decision Making

In recent years several studies have compared experienced and inexperienced teachers as they teach the same topics to similar groups of children or perform the same planning or observation tasks.

Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators

The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and

Expert and Novice Teacher Decision Making

The thinking and decision making of expert and novice teachers were compared before, during, and after teaching. The novices were five student teachers, and the experts were their five cooperating

Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers

In an effort to describe the knowledge teachers use to understand and interpret teaching and learning in classrooms, 28 respondents representing four levels of teaching experience were shown a

Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy

Expert, beginning, and novice teachers viewed three television monitors, each focusing on a work group of a junior high science class, simultaneously. Participants expressed their thoughts as they

Differences in Novice and Competent Teachers' Knowledge

Abstract The purpose of this study was to investigate the knowledge differences between competent and novice teachers. Data were collected through extended, multiple interviews with five novice and

The Effect of Technical and Reflective Preservice Instruction on Pedagogical Reasoning and Problem Solving

The effects of instruction in classroom management that emphasized technical skills and princi ples were compared to the effects of instruction that emphasized reflective and constructive processes.
...

References

SHOWING 1-10 OF 47 REFERENCES

Teacher Cognition: Differences in Planning and Interactive Decision Making Between Experienced and Inexperienced Teachers.

Abstract The purpose of the present study was to describe the decision making processes employed by experienced and inexperienced teachers as they planned for and taught two lessons in physical

A Study of Teacher Planning

  • R. Yinger
  • Education
    The Elementary School Journal
  • 1980
and the variety of instructional materials available, the emphasis on meeting objectives of the school or the district, and the wide range of student aptitudes to be found in most classrooms (1).

Expert-Novice Differences in Perceiving and Processing Visual Classroom Information

Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways

When Is Student Teaching Teacher Education

Inexact Sciences: Professional Education and the Development of Expertise

Professionals contribute to society in a variety of ways. They design buildings and bridges that will serve their clients' purposes, prescribe drugs or perform surgery designed to rectify their

Implications of Cognitive Theory for Instruction in Problem Solving

Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also

Dimensions of thinking and cognitive instruction

Contents: B.F. Jones, L. Idol, Introduction. S.G. Paris, P. Winograd, How Metacognition Can Promote Academic Learning and Instruction. J.G. Borkowski, M. Carr, E. Rellinger, M. Pressley, Self-

In Pursuit of the Expert Pedagogue

Like many others, we believe the observational, correlational, and experimental literature on research on teaching has been very fruitful. From observational and correlational findings, for example,