AbstractTeaching is a complex problem solving process. While a novice teacher struggles in the complex classroom environment, an expert teacher leads the students smoothly through all the learning activities. To find out what makes an expert teacher different from a novice teacher, this paper explains the growth of teaching expertise as the result of a process called skill acquisition (Anderson, 1980) and then compares the behaviors between expert and novice teachers through class observing, video-taping, interviewing, and expert evaluation. Results show that expert teachers in Chinese teaching use a lot more routines than the others. If in the future, more teaching routines can be collected and analyzed, it is possible that we can develop a better understanding of the teaching process which may show a new direction of teaching training.
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