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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ399701
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education.
Livingston, Carol; Borko, Hilda
Journal of Teacher Education, v40 n4 p36-42 Jul-Aug 1989
An investigation of the thoughts and actions of a small number of expert teachers (N=3) and novice student teachers (N=3) is described. Differences between the two groups are analyzed from the perspectives of teaching as a complex cognitive skill and improvisational performance. Recommendations for teacher education practice are offered. (IAH)
Descriptors: Cognitive Ability, Cooperating Teachers, Higher Education, Preservice Teacher Education, Student Teachers, Student Teaching, Teaching Experience, Teaching Skills, Theory Practice Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Knowledge