Abstract
Teacher expertise research has focused on differences between experts and novices generally assuming that characteristics of both groups are stable across classroom situations. This assumption was examined in a study of the implementation of cooperative learning in nine heterogeneous classes by teachers who were inexperienced in the use of cooperative learning and who varied on instructional expertise and subject-matter proficiency. Results suggest that the behavior of many experts resembles that of novices when the former confront unfamiliar pedagogical situations. Finally, restoration of expertise is not always accomplished with ease. Finally, subject matter proficiency contributes to, but is not the sole determinant of, expert teacher performance in novel situations.
| Original language | English |
|---|---|
| Pages (from-to) | 137-146 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 9 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 1993 |
Bibliographical note
Funding Information:This research was supported by the Schnitzer Foundation for Research on the Israeli Economy and Society. Correspondence regarding this article should be addressed to Yisrael Rich, School of Education, Bar Ilan University, Ramat Can, Israel (Bitnet F45432abarilan).
Funding
This research was supported by the Schnitzer Foundation for Research on the Israeli Economy and Society. Correspondence regarding this article should be addressed to Yisrael Rich, School of Education, Bar Ilan University, Ramat Can, Israel (Bitnet F45432abarilan).
| Funders | Funder number |
|---|---|
| Schnitzer Foundation for Research on the Israeli Economy and Society |