ERIC Number: ED348041
Record Type: RIE
Publication Date: 1992-Feb
Experienced and Novice Teacher Differences in Identifying Instructional Problems.
Wolf, Beverly A.
Teachers average a decision every two minutes when they are teaching. The kinds of decisions they make affect their students. One hundred twenty-two undergraduate and graduate education majors were tested to explore what decision they would make when confronted with problem statements related to the planning and delivery of instruction. The test consisted of 14 typical comments that might be heard from students during or after studying a particular topic. Each of the seven components of an effective instructional plan was inferred as missing two different times. Half of the tests contained a short description of the seven components--motivation, objectives, prerequisites, information and examples, practice and feedback, testing, enrichment, and remediation. The remaining half of the tests gave a listing of the seven components without any descriptions. Results indicated that experienced teachers without the benefits of formal instructional design training were better able to identify problem situations and choose the appropriate missing component than novice teachers. Instructional design principles can help teachers recognize problems and make appropriate changes in their instruction. Two data tables and a copy of the test are appended. (8 references) (Author/BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.