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1.
This study investigates the mental model comparison between expert and novice performance improvement practitioners. Nonexperimental survey research design was applied. Based on specific criteria, 11 critical concepts out of 30 were selected by 23 experts. Sixteen of those 23 experts provided data about the relatedness of 55 concept‐pairs generated from the 11 concepts to develop the common mental model of experts in the Knowledge Network Organizing Tool utilizing Pathfinder scaling. Two‐hundred‐forty‐two practitioners participated in the further phases of the study. Out of those practitioners, 33 novices, who have not met any of the criteria used for expert selection, are selected. Those novices also provide similar data for the common mental model of novices. The results of the study show that the expert model has more consistent and hierarchical structure than the novice model. Discussions and further research recommendations are provided. 相似文献
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This study examined ways in which expert and novice teachers mentally represent classroom problems in matters of instruction, assessment, and curriculum planning. A triad judgement task was administered to expert teachers (n=20) and novice teachers (n=98) to determine whether deep, structural features (i.e. the theoretical underpinnings associated with the problem) and/or surface features (narrative characteristics of the problem including grade level and subject) were used to interpret and represent a problem situation presented in a classroom context. Findings were consistent with results from previous studies examining problem representation among experts and novices in other domains. That is, the experts in this study primarily relied on the deep features to form a mental representation of a problem situation whereas the novices tended to rely on surface structures to do so. However, findings also revealed that novice teachers relied on the deep, structural features of the problem under certain conditions. 相似文献
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教师专业视觉是教师在课堂上注意和解释重要现象和关键交互的能力。基于眼动数据的收集与分析,对于教师专业性的研究具有低推断性、高客观性,也可以发现一些习以为常或者不易发现的问题。基于真实教学情境,收集了3位新手和3位专家教师课堂教学的眼动数据。研究发现,专家教师比新手教师对学生的“注意”更具效率。教师对于学生的注视分布都不是太平均,教室桌椅排列的位置影响教师的注意分布,专家教师对于综合成绩较差的学生关注度更高。专家教师对学生的课堂练习状况关注更为普遍。对于新手教师的专业发展提供了一些启示。 相似文献
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通过采用非参与式观察法和结构式访谈法对中班幼儿角色游戏中新手教师与专家教师的指导行为进行研究,结果发现:专家教师在指导频次上明显多于新手教师;新手教师与专家教师在指导身份、情绪态度上存在显著差异,在语言指导方式、指导结果上无明显差异。研究者认为专家教师在指导身份的运用上更为合理,新手教师在情绪态度的表现上更为积极,应让二者优势互补,以提高教师对游戏指导的深度把握。 相似文献
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Scott D. Johnson 《Performance Improvement Quarterly》1988,1(3):38-54
The purpose of this study was to investigate the influence of mental models on the performance differences between expert and novice service technicians who troubleshoot faulty technical equipment. This study involved the use of behavioral and cognitive methods of analysis to identify and develop the ideal mental models that are used by expert technical troubleshooters. These two methods of analysis involved the identification of the specific tasks used during troubleshooting and the collection and analysis of the verbal protocols of expert and novice technicians as they attempted to identify faults in technical equipment. The results of the study showed definite differences between experts and novices. The experts were able to acquire and correctly interpret the initial symptoms of the problem, and from the interpretation of the initial symptoms the experts were able to represent the problem through the development of an accurate problem space. The sequences used by the experts to find faults in technical systems involved the generation of hypotheses that were used to reduce the size of the problem space and, therefore, to narrow the number of potential locations for the fault. In contrast, the novice subjects were unable to accurately interpret the initial symptoms of the problem. They were also unable to represent the problem through the development of an accurate problem space. The lack of an accurate problem representation resulted in the apparent random search for faults in the system. 相似文献
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Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the present study investigated expertise related and cultural teacher priorities by analysing their gaze proportions. To obtain this data, 40 secondary school teachers wore eye-tracking glasses during class time, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We analysed gaze proportions during teachers' attentional (i.e., information-seeking, e.g., teacher questioning students) and communicative (i.e., information-giving, e.g., teacher lecturing students) gaze. Regardless of culture, expert teachers' gaze proportions revealed prioritisation of students, whereas novice teachers gave priority to non-instructional (i.e., not students, teacher materials, or student materials) classroom regions. Hong Kong teachers prioritised teacher materials (e.g., whiteboard) during communicative gaze whereas UK teachers prioritised non-instructional regions. Regarding culture-specific expertise, with Hong Kong experts prioritised teacher materials more than UK experts who, in turn, did so more than UK novices. We thus demonstrate the role of implicit teacher gaze measures as micro-level indicators of macro-level and explicit aspects of instruction, namely teacher priority. 相似文献
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教师情绪调节及应付方式的差异性研究——基于新手-专家型教师的比较 总被引：1，自引：0，他引：1
葛玲霞 《集美大学学报(教育科学版》2007,8(3)
以情绪调节方式和应付方式为内容,对92位中小学教师进行问卷调查,分析中小学专家型教师与新手型教师的差异。结果表明:1.新手—专家型教师在六种情绪排序上一致,体验快乐、兴趣较多,恐惧最少,且存在新手—专家型教师的差异。2.原因调节多于反应调节,正情绪以重视、宣泄为主,负情绪以忽视、抑制为主,且新手型教师在正情绪的忽视和负情绪的重视上显著高于专家型教师。3.新手—专家型教师在自责、求助、退避各因子上存在显著差异,新手型教师在这三个因子上均显著高于专家型教师。 相似文献
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This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers. 相似文献
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John J. Clement 《International Journal of Science Education》2013,35(10):1271-1286
Evidence is presented indicating that spontaneously generated analogies can play a significant role in expert problem solving. Since not all analogies are valid, it is important for the subject to have a way to evaluate their validity. In particular, this paper focuses on an evaluation strategy called bridging that has been observed in solutions to both science and mathematics problems. Spontaneous analogies have also been documented in the problem solving of students. The shared natural use of analogies for unfamiliar problems is an expert‐novice similarity. Some of the strategies observed in experts were incorporated in a teaching technique for dealing with students’ preconceptions in mechanics. Students taught via these units achieved large gain differences over control groups. Thus non‐deductive reasoning strategies used by experts can give us valuable clues concerning instructional strategies for science students. This complements the prior focus in the literature on expert novice differences with a focus on expert novice similarities. 相似文献
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Dumar David D. White Arthur L. Helgeson Stanley L. 《Journal of Science Education and Technology》1994,3(3):187-200
This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance. 相似文献
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Peggy A. Ertmer Donald A. Stepich Sara Flanagan Aslihan Kocaman‐Karoglu Christian Reiner Lisette Reyes Adam L. Santone Shigetake Ushigusa 《Performance Improvement Quarterly》2009,21(4):117-132
This exploratory study examined differences in the problem representations of a case‐based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis strategies that experts tend to use. After participants' case analyses were scored on four dimensions of problem representation, a Wilcoxon nonparametric test was performed. Significant differences were noted between experts and control novices on the total score and on two dimensions of problem representation. Treatment novices did not differ significantly from experts, while control and treatment novices differed significantly on one dimension. Implications for future research and practice are discussed. 相似文献
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Keller Lena Cortina Kai S. Müller Katharina Miller Kevin F. 《Instructional Science》2022,50(2):251-272
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
相似文献15.
江坚智 《福建教育学院学报》2011,12(5):91-94
文章采用弗兰德斯的言语互动分析法,对专家型教师和新手型教师在＂盐类水解＂这一课＂同题异构＂教学的课堂教学行为进行比较研究,找出两种类型教师的差异。依此提出使新手教师尽快成长的做法。 相似文献
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Ramiro Durán-Martínez Fernando Beltrán-Llavador Fernando Martínez-Abad 《Cultura y Educación》2016,28(4):738-770
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes. 相似文献
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教师专业发展的实质是教学专长的形成和不断提高。在对3000多名新手型、熟手型和专家型教师成长心理的实证研究基础上,初步认识了从新手("自我"→"领会")到熟手("任务"→"问题"→"稳定")到专家("创新"→"领军")的教师教学专长发展的心理历程。在这一成长过程中,从新手到熟手的变化主要是常规水平的胜任,从熟手到专家的变化主要是创新水平的胜任,而熟手是从新手型教师成长为专家型教师的关键阶段。 相似文献
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Differences in teachers’ comments on classroom events as indicators of their professional development 总被引：1，自引：0，他引：1
This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed that expert teachers are more sensitive towards certain instructional events and to general teaching strategy used by the model teacher than novice teachers. The findings of this study might be useful for promoting student teachers’ professional sensitivity towards relevant features of classroom instruction and atmosphere in pre-service teacher education programs. 相似文献
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Researchers have shown that experts and novices differ in their recall, representation, and analyses of problem situations. This study investigated whether such differences existed between novice and experienced high school teachers in their recall and analyses of problem events during interactive teaching. Experienced and inexperienced teachers (n = 10 in each group) completed cognitive ability tests and were interviewed after viewing three videotaped vignettes of interactive teaching. In contrast to novices, experienced teachers both recalled more classroom events and relied more on procedural knowledge and principles in analyzing classroom events. These differences may indicate that experienced teachers have better developed knowledge structures of “schemata” for classroom teaching than do novice teachers. 相似文献
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孙有智 《湖州师范学院学报》2007,29(1):83-86
为了研究新手型、熟手型、专家型中学体育教师教学策略的不同,给中学体育教师的专业化发展提供思路与对策,通过问卷调查法、访谈法、数理统计法,以及随机抽取法,并运用自编的《中学体育教师教学策略量表》,对不同学历、教龄、性别的中学体育教师进行教学策略施测.研究结果表明,中学体育教师教学策略总体水平在教龄、职称上存在显著性差异,在学历、性别上没有显著性差异;在教学策略上专家型中学体育教师与新手型、熟手型中学体育教师之间存在着显著性差异,而熟手型中学体育教师与新手型中学体育教师之间不存在显著性差异. 相似文献