Problem Finding and Teacher Experience

The purpose of this study was to extend previous research by observing how two types of teachers, novice and experienced, find and solve problems in a classroom setting and how problem finding behavior differs between them. The results indicate that experienced teachers (N=10) and student teachers (...

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Bibliographic Details
Main Author Moore, Michael T
Format Report
LanguageEnglish
Published 24.02.1989
Subjects
Classroom Techniques
Conflict Resolution
Decision Making
Elementary Secondary Education
Evaluative Thinking
Higher Education
Planning
Preservice Teacher Education
Problem Solving
Teacher Attitudes
Teacher Behavior
Teaching Experience
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Summary:The purpose of this study was to extend previous research by observing how two types of teachers, novice and experienced, find and solve problems in a classroom setting and how problem finding behavior differs between them. The results indicate that experienced teachers (N=10) and student teachers (N=10) appear to use the same cognitive strategies at the problem formulation stage on most of the problem finding variables. Pre-student teaching subjects (N=10) varied significantly from experienced teachers and student teachers on most problem finding variables except those involving time. At the problem solution stage, experienced teachers differed from novices in the number of questions asked, solutions generated, and on the nature of the questions asked. (Author/JD)
Bibliography:Paper presented at the Annual Meeting of the Eastern Educational Research Association (Savannah, GA, February 24, 1989).