TY - JOUR
T1 - Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
AU - Carter, Kathy
AU - Cushing, Katherine
AU - Sabers, Donna
AU - Stein, Pamela
AU - Berliner, David
N1 - Funding Information:
'This research has been supported, in part, by a grant from the Spencer Foundation, Chicago, Illinois. Studies are presently underway to identify differences in perception, memory, and problem solving among secondary science and mathematics teachers who vary in experience and expertise.
PY - 1988/5
Y1 - 1988/5
N2 - Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and “postulant” teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to discuss their perceptions about and reactions to visual stimuli. Subjects were asked to respond to structured interview questions both orally and in writing; the responses were recorded and transcribed for analysis. Protocols and written responses were analyzed through a multi-step, itera tive process designed to determine patterns, trends, and differ ences in both kind and quantity of responses. Results suggested that experts, novices, and postulants differed with respect to their abilities to perceive and interpret classroom information. Experts appeared better able to weigh the import of one piece of visual information against another, to form connections among pieces of information, and to represent management and instructional situations into meaningful problem units. In general, experts appeared to possess comparatively richer schemata for ascribing meaning to visual classroom information.
AB - Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and “postulant” teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to discuss their perceptions about and reactions to visual stimuli. Subjects were asked to respond to structured interview questions both orally and in writing; the responses were recorded and transcribed for analysis. Protocols and written responses were analyzed through a multi-step, itera tive process designed to determine patterns, trends, and differ ences in both kind and quantity of responses. Results suggested that experts, novices, and postulants differed with respect to their abilities to perceive and interpret classroom information. Experts appeared better able to weigh the import of one piece of visual information against another, to form connections among pieces of information, and to represent management and instructional situations into meaningful problem units. In general, experts appeared to possess comparatively richer schemata for ascribing meaning to visual classroom information.
UR - http://www.scopus.com/inward/record.url?scp=84970396601&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84970396601&partnerID=8YFLogxK
U2 - 10.1177/002248718803900306
DO - 10.1177/002248718803900306
M3 - Article
AN - SCOPUS:84970396601
SN - 0022-4871
VL - 39
SP - 25
EP - 31
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 3
ER -