Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education

Abstract

Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice.

Cite this work

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

Stored only when both papers are in the corpus — 254 citations exist upstream.

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