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Developmental changes in teachers' use of higher order thinking and content knowledge.

59 citations0/0 files storedJournal of Educational Psychology

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Education and Critical Thinking Development Educator Training and Historical Pedagogy Educational Assessment and Pedagogy

Abstract

Secondary-level history teachers (n=60) participated in a study examining differences among experts, experienced teachers, and novices in classroom use of higher order thinking skills (HOTS) and content knowledge. The results support the theory that development of teaching expertise is associated with a change from HOTS-lean and content-rich (curriculum-centered) practices to HOTS-rich and content-lean (learner-centered) ones, but teachers who gain classroom experience and in-service training tend not to develop the full range of expert skills, notably with respect to HOTS. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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1986Handbook of research on teaching 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1991Acts of meaning 1996The Culture of Education 1997Handbook of educational psychology 2000What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?2013Handbook of Educational Psychology 2001Handbook of Research on Teaching

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2005Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.2011The effectiveness of a question-exploration routine for enhancing the content learning of secondary students.2018Teaching History in Australian Museums: Pedagogy and Praxis

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