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Comparison of expert and novice teachers’ teaching practices; 1, 2, and 3 are used to indicate the features of each teaching view, indicating that a feature is slightly, moderately or strongly present in the lesson, respectively
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This study aims to reveal the teaching script and structure of lesson practice of two seventh-grade Japanese mathematics teachers—a “novice” and “expert”—through comparative analysis of mathematics lessons. Specifically, it aims to clarify how the teachers’ views of teaching as tacit knowledge determine lesson structure and share the same culture i...
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Citations
... They rarely observed the development of students' conceptual understanding. These results suggest that novice teachers tend to focus on procedural knowledge, which supports the results of Arani (2017). Arani (2017) reported that the experienced teachers focus on conceptual understanding while novice teachers focus on procedural knowledge. ...
... These results suggest that novice teachers tend to focus on procedural knowledge, which supports the results of Arani (2017). Arani (2017) reported that the experienced teachers focus on conceptual understanding while novice teachers focus on procedural knowledge. Another remarkable result of the study is that the teachers did not monitor the development of the skills related to the mathematical connections that they stated in their objective statements. ...
... In addition, they did not change their lesson according to this introduction process and continued the lesson as they planned by making explanations about the deficiencies in the students' prior knowledge. The following behaviors observed in senior teachers were not observed among the participants: associating with prior learning (Griffey & Housner, 1991), encouraging students to participate in classroom discussion (Arani, 2017), and allowing students to ask questions and make comments Westerman, 1991). Reform studies in mathematics education call for teachers to shape the teaching process depending on the developments in the lesson, especially the students' thoughts, for effective mathematics teaching (Anthony et al., 2015;National Council of Teachers of Mathematics [NCTM], 2014). ...
This study employed a qualitative research design to describe and analyze self-regulation processes (monitoring and control) of the novice middle school mathematics teachers in terms of teaching activities. The participants consisted of six mathematics teachers with five or less years of teaching experience. The data of the study were mainly collected through the observations of the lessons taught by the teachers and semi-structured interviews conducted with the teachers. The results revealed that the teachers' monitoring and control behaviors were affected by the goals they set. With regard to student-oriented monitoring, they generally focused on the cognitive development of the students. Compared to student-oriented monitoring, teaching-oriented monitoring was rarely observed. The most obvious control behaviors of the teachers were emphasizing the rules and algorithms, and taking responsibility for completing the task in challenging situations. It was also revealed that the teachers did not monitor carefully and systematically, and as a result, the mistakes they made during the teaching process were not noticed. These results highlight the need for pre- and in-service training programs that will aid in the development of monitoring and control skills in novice middle school mathematics teachers.
... Consistent with this, and with several beliefs documented above, ETs have frequently been found to "[create] positive, accepting learning environments" (Schempp et al., 2002, p. 105;Smith & Strahan, 2004), where mutual respect and close, meaningful relationships are the norm (Gross, 2014;Yang, 2014) and positive reinforcement is frequent (Goodwyn, 2011); this combination may lead to lower levels of disruptive behaviour. Also consistent with two frequently documented beliefs, ETs are able to engage learners in class (Bond et al., 2000;Milstein, 2015), particularly through enjoyable, intrinsically motivating practices (Arani, 2017). ...
... During whole class teaching (WCT), studies invariably report that it is predominantly interactive (including questioning, elicitation and discussion [e.g., Arani, 2017], rather than one-way lecturing) and several document ETs using a variety of means to explain or teach a specific point or concept (Schempp et al., 2002). Frequent questioning by ETs, not only during WCT, is documented to involve both closed (e.g., Traianou, 2006) and more openended questions (e.g., Varrella, 2000), with some involving a focus on higher order and critical thinking skills (Torff, 2006). ...
This thesis reports on a comparative case study of teacher expertise involving eight teachers of English working in state-sponsored secondary education in varied contexts across India, each identified using multiple criteria. An original, participatory design involved a planning workshop prior to data collection to enable participants to contribute to the study’s research questions and plan other outputs of use. Qualitative and quantitative data were analysed to identify similarities and differences both among participants and in relation to prior research on teacher expertise. The findings document many shared features and practices among these expert teachers, which were usually less frequently observed among their colleagues, including well developed PCK and English proficiency, beliefs in building learner self-confidence, engaging learners and ensuring understanding of lesson content. In the classroom participants demonstrated warm, inclusive, supportive relationships with learners. Key similarities in pedagogic practices include the frequent use of interactive whole-class teaching balanced with regular learner-independent activities including both collaborative learning and active monitoring to provide differentiated individual support. Their professionalism was underpinned by extensive reflection, lifelong learning and care for their learners, whose opinions they valued most. Variation among participants was most evident in classroom practices, revealing clinal differences relating to their conception of subject and degree of control over classroom processes. While multilingual practices also varied, all participants were inclusive of their learners’ languages and used them themselves. Strong agreement with the findings of prior studies of teacher expertise was also found, although important differences include participants’ prioritisation of inclusion and confidence-building over setting high standards, their focus on learner understanding over higher-order thinking skills and their varied strategies for helping learners assimilate content from highly ambitious curricula. Implications for research on teacher expertise, particularly in the Global South, improving teaching quality in low-income contexts, and teacher education in India are explored.
... Some may refer to this as evidencebased. (Newmann and Associates, 1996;Sarkar Arani, 2017). ...
This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan‐based educators and the implications for education policy.
While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.