The present study examines the possible qualitative differences between expert and novice teachers in their think aloud protocols related to solving classroom discipline problems. Expert and novice teachers were presented vignettes, under two instructional conditions—directive and nondirective—and were asked to “think aloud” as they were solving problems. Data from the think aloud protocols indicated that, in the absence of directive instructions, expert teachers formed more elaborate heuristic and strategy statements, whereas under directive instructions their statements about mental processes were similar to novices. In terms of solutions, expert teachers were more likely to rely on environment interventions when compared to novice teachers. Although instructional conditions influenced expert teachers’ solutions, these effects were isolated to certain problems. The results clearly suggest that expert and novice teachers differ in terms of their solutions and statements about mental processes related to classroom discipline problems. Expert teachers are characterized as placing a priority on defining and representing the problem, whereas novice teachers tend to represent problems in terms of possible solutions. Expert teachers’ solutions to discipline problems appear to be independent of how they represent the problem. The results were discussed in terms of the distinction between procedural and declarative knowledge.
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