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ERIC Number: EJ833056
Record Type: Journal
Publication Date: 2009-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0144-3410
Teacher Expertise and the Development of a Problem Representation
Hogan, Tracy; Rabinowitz, Mitchell
Educational Psychology, v29 n2 p153-169 Mar 2009
This study examined ways in which expert and novice teachers mentally represent classroom problems in matters of instruction, assessment, and curriculum planning. A triad judgement task was administered to expert teachers (n=20) and novice teachers (n=98) to determine whether deep, structural features (i.e. the theoretical underpinnings associated with the problem) and/or surface features (narrative characteristics of the problem including grade level and subject) were used to interpret and represent a problem situation presented in a classroom context. Findings were consistent with results from previous studies examining problem representation among experts and novices in other domains. That is, the experts in this study primarily relied on the deep features to form a mental representation of a problem situation whereas the novices tended to rely on surface structures to do so. However, findings also revealed that novice teachers relied on the deep, structural features of the problem under certain conditions. (Contains 4 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A