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

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References

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2004Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap239 cited
2020Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events

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2014Keeping an Eye on Learning220 cited

1992Research on Learning To Teach: Implications for Teacher Induction and Mentoring Programs210 cited

2003Representation in Teaching: Inferences From Research of Expert and Novice Teachers200 cited

2017See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events184 cited

2006Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education174 cited

2004(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice173 cited

2005The Cultural Myths and Realities of Classroom Teaching and Learning: A Personal Journey167 cited

2000Unlocking the Knowledge in Action of an Expert Practitioner151 cited

1999Characteristics of Reflective Thought During the Student Teaching Experience127 cited

2016Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges124 cited

2008Professional development design: Embedding educational reform in New Zealand112 cited

2008Teachers’ Decision Making: from Alan J. Bishop to Today102 cited

1992Teacher socialization: Review and conceptualization94 cited

2016Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze93 cited