Differences in teachers' comments on classroom events as indicators of their professional development

Teaching and Teacher Education

Volumn 23, Issue 7, 2007, Pages 1038-1050

  Krull, Edgar ^a   Oras, Kaja ^a   Sisask, Sirje ^a  

^a UNIVERSITY OF TARTU   (Estonia)

Author keywords

Novice teachers; Teacher characteristics; Teacher competence; Teacher professionalism; Teacher thinking; Teaching experience

Indexed keywords

EID: 34447575833     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2006.02.001     Document Type: Article

References (47)

1. Agne K.J. Caring: The expert teacher's edge. Educational Horizons 70 3 (1992) 120-124
2. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 8 3 (1992) 261-271
3. Anderson J. Content and text analysis. Education: The complete encyclopedia on CD-ROM (1998), Elsevier Science Ltd
4. Beijaard D., Verloop N., and Vermunt J.D. Teachers' perceptions of professional identity: An explanatory study from personal knowledge perspective. Teaching and Teacher Education 16 7 (2000) 749-764
5. Berliner, D. (1988). The development of expertise in pedagogy. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, LA.
6. Berliner D. Expertise: The wonders of exemplary performance. In: Mangiery J.N., and Block C.C. (Eds). Creating powerful thinking in teachers and students (1994), Holt, Rinehart & Winston, Fort Worth, TX 161-186
7. Berliner D. Learning about and learning from teachers. International Journal of Educational Research 35 1 (2001) 463-482
8. Berliner D.C., Stein P., Sabers D., Clarridge P.B., Cushing K., and Pinnegar S. Implications of research on pedagogical expertise and experience for mathematics teaching. In: Grouws D.A., and Cooney T.J. (Eds). Perspectives on research on effective mathematics teaching (1988), Erlbaum, Hillsdale, NJ 67-95
9. Bond, L., Smith, T., Baker, W.K., & Hattie, J.A. (2000). The certification system of the national board for professional teaching standards: A construct and consequential validity study, Center for Educational Research and Evaluation, The University of North Carolina at Greensboro, Greensboro, NC.
10. Brownlee J. Changes in primary school teachers' beliefs about knowing: A longitudinal study. Asia-Pacific Journal of Teacher Education 31 1 (2003) 87-97
11. Calderhead J. Stimulated recall: A method for research on teaching. The British Journal of Educational Psychology 51 (1981) 211-217
12. Conditions and order for the certification of teachers. (2002). Regulation of the Estonian Minister of Education no. 69 (In Estonian).
13. Convay P.F., and Clark C.M. The journey inward and outward: A re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education 19 5 (2003) 465-482
14. Cothran D.J., Kulinna P.H., and Garrahy D.A. This is a kind of giving a secret away ...: students' perspectives on effective class management. Teaching and Teacher Education 19 4 (2003) 435-444
15. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process (1933), Henry Regnery, Chicago
16. Dreyfus H.L., and Dreyfus S.E. Mind over machine (1986), Free Press, New York
17. Feinman-Nemser, S. (1992). Helping novices learn to teach. Report No. 91-6, Michigan State University, National Center for Research on Teacher Learning, East Lansing.
18. Fraenkel R.F., and Wallen N. How to design and evaluate research in education. 5th ed. (2003), McGraw-Hill, Boston
19. Framework guidelines for teacher education. (2000). Passed by the regulation No. 381 of Estonian Government, 2 November 2000. Tallinn.
20. Fuller F.F., and Brown O.H. Becoming a teacher. In: Ryan K. (Ed). Teacher education (74th yearbook of the National Society for the Study of Education, Part II) (1975), University of Chicago Press, Chicago 25-52
21. Gagné R.M. The conditions of learning. 4th ed. (1985), Holt, Rinehart & Winston, New York
22. Gagné R.M., and Driscoll M.P. Essentials of learning for instruction. 2nd ed. (1988), Prentice-Hall, Englewood Cliffs, NJ
23. Glaser B.G., and Strauss A.L. The discovery of grounded theory: Strategies for qualitative research (1967/1999), Aldine de Gruyter, New York
24. Hammerness K., Darling-Hammond, Bransford J., et al. How teachers learn and develop. In: Darling-Hammond L., and Bransford J. (Eds). Preparing teachers for a changing world: What teachers should learn and be able to do (2005), Jossey-Bass, San Francisco, CA 338-389
25. Helms R.G. NBPTS: The highest form of certification. Kappa Delta Pi Record 38 1 (2001) 20-23
26. Hunter M. Knowing, teaching and supervising. In: Hosford P. (Ed). Using what we know about reading (1984), Association for Supervision and Curriculum Development, Alexandria, VA
27. Husu J., and Tirri K. A case study one teacher's moral reflection. Teaching and Teacher Education 19 3 (2003) 345-356
28. Kagan D.M. Professional growth among preservice and beginning teachers. Review of Educational Research 62 2 (1992) 129-169
29. Kelchtermans G., and Ballet K. The micropolitics of teacher induction. A narrative-biographical study of teacher socialisation. Teaching and Teacher Education 18 1 (2002) 105-120
30. Krull E. Changes in teachers' attitudes and beliefs depending on their school experience. Didacta Varia 8 1 (2003) 47-62
31. Leinhardt G., and Greeno J. The cognitive skill of teaching. Journal of Educational Psychology 78 (1986) 75-95
32. Maykut P., and Morehouse R. Beginning qualitative research. A philosophic and practical guide (1994), Falmer Press, London
33. Mills R.A. Expert teaching and successful learning at the middle level: One teacher's story. Middle School Journal September (1997) 30-39
34. Moore R. Reexamining the field experiences of preservice teachers. Journal of Teacher Education 54 1 (2003) 31-42
35. Sabers D., Cushing K., and Berliner D.C. Differences among teachers in task characterized by simultaneity, multidimesionality and immediacy. American Educational Research Journal 28 (1991) 63-88
36. Sato, M. (2002). Invisible practice of impossible profession: Sharing practical wisdom in action research. Paper presented at the Graduate School of Education, Michigan University, Ann Arbor, MI, November 4, 2002.
37. Sato M., Akita K., and Iwakawa N. Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education 68 (1993) 100-110
38. Schempp P., Tan S., Manross D., and Fincher M. Differences in novice and competent teachers' knowledge. Teachers and Teaching: Theory and Practice 4 1 (1998) 9-20
39. Schön D.A. The reflective practitioner: How professionals think in action (1983), Basic Books, Incl., Publishers, New York
40. Schön D.A. Educating the reflective practitioner (1987), Jossey-Bass Publishers, San Francisco, CA
41. Shavelson R.J., and Stern P. Research on teachers' pedagogical thoughts, judgments, decisions, behaviour. Review of Educational Research 51 4 (1981) 455-498
42. Shoham E., Penso S., and Shiloah N. Novice teachers' reasoning when analyzing educational cases. Asia-Pacific Journal of Teacher Education 31 3 (2003) 195-211
43. Swanson H.L., O'Connor J.E., and Cooney J.B. An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal 27 (1990) 533-556
44. Tirri K., Husu J., and Kansanen P. The epistemological stance between the knower and the known. Teaching and Teacher Education 15 8 (1999) 911-922
45. van den Berg R. Teachers' meanings regarding educational practice. Review of Educational Research 72 4 (2002) 577-625
46. Vandevoort, Amrein-Beardsley, and Berliner. National board certified teachers and their students' achievement. Education Policy Analysis Archives 12 46 (2004)
47. Weinstein C., and Mignano Jr. A. Elementary classroorn management: Lessons from research and practice (1993), McGraw-Hill, New York