TY - JOUR
T1 - Processing and using information about students
T2 - A study of expert, novice, and postulant teachers
AU - Carter, Kathy
AU - Sabers, Donna
AU - Cushing, Katherine
AU - Pinnegar, Stefinee
AU - Berliner, David C.
N1 - Funding Information:
What do Isak Dineson, Barbara McClintock, experts could reproduce a position on a chess Mikhail Baryshnikov, and Martina Navratilova board far more accurately than novices. This all have in common? The answer is that they all finding was interpreted to mean that experts are considered experts in their various fields of have superior ability to encode and elaborate endeavors. But what makes these people ex-information in their working memory. In perts? What has set them apart from their peers studies replicating much of de Groot’s work, or contemporaries? How did these experts Chase and Simon (1973) found that superior achieve theirhigh levels of performance? memory performance of master chess players is In recent years, attempts have been made to for meaningful information only. These find-unravel the nature of expertise. Scholars from ings are consistent with those of Patel, Frederik-diverse fields have conducted experiments to sen, and Groen (1984). In their study of the dif-determine what expertise is and how it is exhib-ferences between experts and novices in a com-ited. To date, the most common way of studying plex verbal task in a medical domain, experts expertise has been to compare the performance had a greater ability to make high-level infer-of experts and novices. The study to be de-ences from their knowledge base. They were scribed in this article draws upon this tradition, superior to novices in separating relevant infor-but it focuses on expertise in teaching, a field in mation from irrelevant information. Similarly, which studies of expertise have, until recently, Larkin, McDermott, Simon, and Simon (1980) been rare. found that the most striking difference between The literature on differences between experts expert and novice performance in solving and novices in fields other than, teaching indi-physics problems is that “the expert knows a cates that experts are better able to remember great many things the novice does not know and facts, features, and patterns in their area of ex-can rapidly evoke the particular items relevant pertise than are novices. For example, in study-to the problem at hand” (p. 1136). Engle and ing chess players, de Groot (1965) found that Bukstel(1978) concluded, “bridge players with _-. ‘This research has been supported, in part. by a grant from the Spencer Foundation, Chicago, Illinois.
PY - 1987
Y1 - 1987
N2 - Expert and novice mathematics and science teachers, along with a group of postulant teachers (content matter experts from business with a desire to teach but with no pedagogical training) participated in a simulated teaching task. All subjects were given extensive information about a class they were asked to take over and then questioned about their plans for instruction, and their recall of information about students. Analysis of the protocols resulting from these queries yielded nine propositions about how expert, novice, and postulant teachers process and use information differently. The differences and similarities among the three groups of subjects in ability to perceive, remember, and solve problems related to teaching indicate how expert teachers resemble experts in other fields and provide insight into the unique aspects of expertise in pedagogy.
AB - Expert and novice mathematics and science teachers, along with a group of postulant teachers (content matter experts from business with a desire to teach but with no pedagogical training) participated in a simulated teaching task. All subjects were given extensive information about a class they were asked to take over and then questioned about their plans for instruction, and their recall of information about students. Analysis of the protocols resulting from these queries yielded nine propositions about how expert, novice, and postulant teachers process and use information differently. The differences and similarities among the three groups of subjects in ability to perceive, remember, and solve problems related to teaching indicate how expert teachers resemble experts in other fields and provide insight into the unique aspects of expertise in pedagogy.
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U2 - 10.1016/0742-051X(87)90015-1
DO - 10.1016/0742-051X(87)90015-1
M3 - Article
AN - SCOPUS:0000611257
SN - 0742-051X
VL - 3
SP - 147
EP - 157
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 2
ER -