ERIC Number: ED330658
Record Type: RIE
Publication Date: 1991-Feb
Teacher Decision Making by Experts and Novices across Three Stages: Preactive, Interactive, and Postactive.
Westerman, Delores A.
This study examined the thinking and decision making of expert and novice teachers in three stages of decision making: practive (planning), interactive (actual teaching), and postactive (evaluative reflection). Novices in the study were five student teachers, and experts were their five cooperating teachers in a suburban elementary school. Data sources included: (1) audiotaped planning interviews; (2) videotapes of actual lessons; (3) stimulated recall interviews; (4) postactive interviews; (5) delayed self-reports; and (6) relevant printed materials. Qualitative analysis of the data followed the constant comparative method of Glaser and Strauss (1967). Findings indicate that skills needed for teaching in a way that aids integration and organization of knowledge can be taught to future teachers. Novices can be encouraged to make preactive decisions based on an overview of objectives rather than on a narrow focus. They can be taught to adapt their lessons to student behavior rather than blindly following their plans. The integrated approach used in this study fosters insights into decision making that will be useful to both experts and novices. (Author/JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A