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Peer reviewed Peer reviewed
ERIC Number: EJ406339
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers.
Borko, Hilda; Livingston, Carol
American Educational Research Journal, v26 n4 p473-98 Win 1989
Planning, teaching, and post-lesson reflections of three student teachers of mathematics were compared with those of three cooperating teachers with whom the student teachers were placed. Differences were accounted for by the assumption that novices' cognitive schemata and pedagogical reasoning skills were less well-developed than those of expert teachers. (SLD)
Descriptors: Beginning Teachers, Cognitive Processes, Comparative Analysis, Cooperating Teachers, Elementary Secondary Education, Improvisation, Instructional Effectiveness, Mathematics Instruction, Mathematics Teachers, Schemata (Cognition), Student Teachers, Teacher Education, Teacher Response
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Experts
Note: An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).