Educational Research Journal

Abstract

This study was designed to compare the instructional activities of trained and experienced teachers (ET) and untrained and less experienced teachers (LET) in the classroom setting. A teaching acts model (TAM) for analysing routines was suggested. In this method, an instructional routine was decomposed into basic elements called teaching steps and teaching acts. Two instruments, the Description of Instructional Processes (DIP) and the Teaching Processes Observation Schedule (TPOS) were developed to help to describe and evaluate the teaching activities and routines. Seven ET and five LET from a convenient sample of six secondary schools in Hung Kong were observed, videotaped, and interviewed.

Results indicated that most of the teaching activities of the ET and LET were executed as instructional routines that were activated by content progress rather than by students' behaviours. Also, teaching activities consisted mainly of three component areas of exposition, interaction, and classroom management. In terms of methods, both the ET and the LET commonly used the exposition approach, the textbook and the chalkboard. But, the ET showed better management skills, such as being more firm and assertive in teaching, thus producing better results. Findings of this study have applications in the study and improvement of teaching in the classroom.

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