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ERIC Number: ED216007
Record Type: RIE
Publication Date: 1982-Mar
Pages: 56
Abstractor: N/A
Reference Count: 0
A Descriptive Study of Experienced and Novice Teachers' Interactive Instructional Decision Processes.
Fogarty, Joan L.; And Others
The goals of this study were: (1) to develop a methodology for describing competent classroom teaching performance; and (2) to analyze components of competent classroom decision making to be used in improving preservice and inservice teacher training programs. The study investigated differences in: (1) experienced and novice teachers' reports of cue influence during interactive instruction; (2) actions evoked by cues; (3) goals pursued; and (4) associations between categories of cues and actions. Stimulated recall data were collected from three experienced and five novice teachers during small group instruction settings at a university laboratory school. Results showed that, while both experienced and novice teachers attended to the same number of cue categories, experienced teachers used twice as many kinds of instructional actions and considered a greater variety of goals while exhibiting more complex associations between cue and action categories. Novices were less likely to incorporate spontaneous student input related to lesson content and attended to cues from individual students rather than cues from the group as a whole. The classification scheme for analyzing teacher decision making is presented in the appendix. (Authors/FG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).