Looking for the Prototype of Teaching Expertise: An Initial Attempt in Taiwan.

Autor/in	Lin, Sunny S. J.
Titel	Looking for the Prototype of Teaching Expertise: An Initial Attempt in Taiwan.
Quelle	(1999), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Elementary Secondary Education; Foreign Countries; Higher Education; Knowledge Base for Teaching; Mathematics Education; Mathematics Teachers; Preservice Teacher Education; Student Teachers; Teaching Experience; Teaching Skills; Taiwan + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study followed Sternberg and Horvath's (1995) prototype view to sketch a teaching expertise schema as the hypothetical model. An interview of 13 novice, beginning, and expert teachers was used to examine the adequacy of the model. The participants were asked to comment on slides of classroom events. Their think-out-loud protocols were coded using two coding systems (knowledge domains and levels of processing). Then, their active pedagogical knowledge was drawn for further content analysis using quantitative and qualitative methods. Results indicated the appropriateness of the hypothetical model to treat experts' knowledge as the prototype of teacher expertise. However, significant differences existed between novice, beginning, and expert teachers' knowledge, so some modifications (e.g., fuzzy nature, knowledge element features, weights of subdomains, and knowledge organization) were recommended. Expert teachers possessed more knowledge than beginning and novice teachers. (Contains 26 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC