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ERIC Number: ED339683
Record Type: RIE
Publication Date: 1990-Jul
Pages: 23
Abstractor: N/A
Reference Count: N/A
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; And Others
The purpose of this research was to: (1) ascertain the existence and functions of practical thinking styles, illuminating teachers' thought processes; (2) identify practical thinking styles of experts (N=5) and compare them with those of novices (N=5); and (3) present several implications for rethinking teacher education in Japan. Qualitative and quantitative methods were used to analyze subjects' reactions to a videotaped lesson given by an expert teacher. Results suggested several characteristics of excellent practical thinking styles demonstrated by expert teachers: (1) thinking in action; (2) multiple points of view and a wide perspective; (3) active, sensitve, and deliberative involvement in a situation; (4) content-relevant, cognition-relevant, and context-relevant thinking; and (5) problem-framing strategy in a context. To make teachers more intellectual, more autonomous, and more creative, great importance should be attached to case methods rather than lecture methods in preservice and inservice teacher education. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Japan; Knowledge Base for Teaching; Professionalization of Teaching
Note: Paper presented at the Annual Symposium of the Japan-United States Teacher Education Consortium (3rd, Tokyo, Japan, July 8-12, 1990).