Teachers’ Cognitive Processing of Complex School-Based Scenarios: Differences Across Experience Levels

TY - JOUR

T1 - Teachers’ Cognitive Processing of Complex School-Based Scenarios: Differences Across Experience Levels

AU - Kim, Lisa E.

AU - Klassen, Robert Mark

PY - 2018/4/13

Y1 - 2018/4/13

N2 - Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers cognitive process difficult school-based and non-school-based scenarios. Studies 1 and 2 examine the differences between expert, beginning, and pre-service teachers without and with pre-existing response options, respectively. Results from qualitative (but not quantitative) analyses indicate group differences in strategy, scope, content, and reasoning. Furthermore, we find that teaching is a domain-specific expertise. We discuss how this information can inform teacher education and professional development programs.

AB - Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers cognitive process difficult school-based and non-school-based scenarios. Studies 1 and 2 examine the differences between expert, beginning, and pre-service teachers without and with pre-existing response options, respectively. Results from qualitative (but not quantitative) analyses indicate group differences in strategy, scope, content, and reasoning. Furthermore, we find that teaching is a domain-specific expertise. We discuss how this information can inform teacher education and professional development programs.

U2 - 10.1016/j.tate.2018.04.006

DO - 10.1016/j.tate.2018.04.006

M3 - Article

SN - 0742-051X

VL - 73

SP - 215

EP - 226

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -