Representation in Teaching: Inferences From Research of Expert and Novice Teachers

Tracy M. Hogan · Mitchell Rabinowitz · John Craven

200 citations0/0 files storedEducational Psychologist

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Evaluation of Teaching Practices

Abstract

Research examining differences between expert and novice teachers is reviewed through the lens of cognition to outline and establish how features of the classroom are mentally represented. Studies are reviewed under Shulman's (1986b) framework characterizing knowledge bases necessary for teacher effectiveness, including content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Inferences are made as to how teachers, varying in experience level, represent classroom events including curriculum planning, instruction, management, and communication. Implications for teacher education and professional development programs are discussed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 200 citations exist upstream.

References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 1993The role of deliberate practice in the acquisition of expert performance.1981Categorization and Representation of Physics Problems by Experts and Novices*1973Perception in chess 1999How the Mind Works 1996EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints 1996Learning to teach.

Cited by

2017See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events 2021The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom 2008Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth 2016Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges 2020Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.