Relations between teachers' subject matter knowledge, teaching experience and their mental models of children's minds and learning

Sidney Strauss, Dorit Ravid, Nicole Magen, David Berliner

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

We studied the relations between teachers' subject matter knowledge (SMK), teaching experience and espoused mental models (MMs) about children's learning. The SMK we tested was wh-constructions in English. Teachers were classified on a Subject Matter Task, to have high or low SMK. They were then interviewed to determine the nature of their espoused MM of children's learning. A total of 32 teachers were divided into 4 groups of 8 teachers each: SMK (high and low) and teaching experience (experienced and novice teachers). The findings were that despite their differences in SMK and teaching experience, the teachers had identical espoused MMs of children's learning. These data support the notion that teachers' espoused MMs have priority over their SMK.

Original languageEnglish (US)
Pages (from-to)579-595
Number of pages17
JournalTeaching and Teacher Education
Volume14
Issue number6
DOIs
StatePublished - Aug 1 1998
Externally publishedYes

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subject teacher
Teaching
teacher
learning
experience
Group

ASJC Scopus subject areas

  • Education

Cite this

Relations between teachers' subject matter knowledge, teaching experience and their mental models of children's minds and learning. / Strauss, Sidney; Ravid, Dorit; Magen, Nicole; Berliner, David.

In: Teaching and Teacher Education, Vol. 14, No. 6, 01.08.1998, p. 579-595.

Research output: Contribution to journalArticle

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