ERIC Number: ED367596
Record Type: RIE
Publication Date: 1994-Feb
Reference Count: N/A
Differentiating the Expert and Experienced Teacher: Quantitative Differences in Instructional Decision Making.
Henry, Martha A.
The pedagogical development of teachers has been described in five stages: novice, advanced beginner, competent, proficient, and expert. This study sought to determine if a survey instrument called the Method Acceptance Scale for Teachers (MAST) would be useful in revealing differences among teachers in different stages of development with regard to their instructional decision making. The MAST uses a 4-point scale for teachers to self-report the criteria that they feel are most important to them when they make instructional decisions. Administration of the MAST questionnaire to 120 preservice teachers and 768 practicing classroom teachers revealed differences among teachers having varying years of experience. Comparison of MAST responses of 87 expert teachers with the responses of experienced nonexpert teachers indicated that expert teachers rated two factors higher than experienced nonexpert teachers: enhancing student understanding and motivation, and compatibility of the instruction to their own philosophy and experience of success. Experienced teachers rated colleague support and external approval from peers, parents, and administrators higher than did expert teachers. The paper concludes that there may be quantitative differences between expert teachers and nonexperts with 15 or more years of experience, and that the MAST questionnaire shows promise in being able to reveal differences among teachers. (Contains 15 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Berliner (David C); Method Acceptance Scale for Teachers; Preservice Teachers
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Chicago, IL, February 16-19, 1994).