Differences in Novice and Experienced Teachers' Perceptions of Planning Activities in Terms of Primary Instructional Tasks

Autor/inn/en	Koni, Ingrid; Krull, Edgar
Titel	Differences in Novice and Experienced Teachers' Perceptions of Planning Activities in Terms of Primary Instructional Tasks
Quelle	In: Teacher Development, 22 (2018) 4, S.464-480 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2018.1442876
Schlagwörter	Comparative Analysis; Differences; Beginning Teachers; Experienced Teachers; Teacher Attitudes; Educational Planning; Decision Making Skills; Reflective Teaching; Foreign Countries; Expertise; Estonia + Suchen Sie Ihr Suchwort? Unterscheiden; Junior teacher; Junglehrer; Lehrerverhalten; Bildungsplanung; Ausland; Expert appraisal; Estland
Abstract	This study was aimed at investigating differences between novice and experienced teachers' perceptions of planning activities for developing teacher education students' professional skills by focusing on promoting of identified ill-developed skills. The teachers' thinking about instructional planning was conceived as teachers' decision-making for implementing primary teaching tasks in the planning, delivery, and reflective phases of instruction. This model served as a basis (or framework) for the identification of potential variables of planning skills and developing of items for a teachers' questionnaire. Fifty-eight experienced and 55 novice teachers from Estonian schools of general education were surveyed. It was revealed that novice teachers did not apprehend events that may undermine reaching long-term instructional objectives and they focused more on the achievement of immediate objectives and the teaching of obligatory content in comparison with experienced teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01