Novice teachers' work: constructing ‘different’ children?

3 Characteristics of Expert and Novice Teachers

In the previous chapter, I reviewed three major theories of expertise and their delineation of the characteristics of experts across skills and disciplines. In this chapter, I shall examine the characteristics of novice and expert teachers that have been identified in the literature on teaching expertise and see to what extent they share the characteristics of novices and experts in other profe...

Novice Teachers’ Attention to Student Thinking

Reframing the Novice Versus Expert Roles of Children, Parents, and Teachers from a Cultural Perspective

Researchers have long recognized that the transition to school for young children is one of the most important steps in their development (Entwisle & Alexander, 1993; Mangione & Speth, 1998; Ramey & Ramey, 1994). Beyond the educational process, children also must learn to negotiate which attitudes and behavior habits are most adaptive to the school culture (Beery, 1984). School represents one o...

Prospective Teachers’ Knowledge of Constructing Concept Maps

This paper presents an exploratory study that investigated prospective teachers’ knowledge of concept mapping. Current research emphasizes concept mapping as an important tool in the classroom for teaching, learning and assessment of student learning. Despite the large number of studies on K-12 students’ use of concept mapping, there are very few studies on prospective teachers’ knowledge of co...

Novice Teachers Learning from Others: Mentoring in Shanghai Schools

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and strengths of the practice of teacher mentoring that ens...