Representation in Teaching: Inferences From Research of Expert and Novice Teachers

By Tracy Hogan, Mitchell Rabinowitz, J. Craven. 2003

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc5c0dd3a49947bde890ecc78e8b6bb2131b330d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division (2009, unknown): “The results from studies on US expert and novice teachers’ cognition indicated that variations in teacher’s planning relate to their classroom teaching behavior (e.g., Hogan, Rabinowitz, & Craven, 2003; Leinhardt & Greeno, 1986).”
Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth (2009, background): “That is why their knowledge is more readily applicable to teaching (Gess-Newsome, 1999; Hashweh 1987; Hogan et al., 2003; Smith & Neale, 1989).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “Given the vast quantity of sensory and semantic information simultaneously available in the classroom setting and the severe restrictions on the capacity of working memory, how do teachers succeed in meeting their students' learning needs? As teachers acquire expertise through experience, they exhib”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “In a review of novice educator practice, Hogan, Rabinowitz, and Craven (2003) wrote that ‘‘the implementation of strategic approaches to questioning, and the elicitation of student understandings remained virtually absent from their dialogue in class’’ (p. 243), yet at least 15 of the novice…”
Keeping an Eye on Learning (2015, background): “The cognitive dexterity of experts includes their mental representations—the way one mentally constructs, symbolizes, preserves, and interprets information about objects and events in the world (Hogan et al., 2003).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “…can monitor more areas than novices (Wolff et al. 2016), focus on students (McIntyre et al. 2019; McIntyre et al. 2017; Stürmer et al. 2017; Van den Bogert et al. 2014), are more efficient in their noticing (McIntyre et al. 2017) and attend to essential features (Hogan et al. 2003; Miller 2011).”
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “Teacher expertise: knowledge and vision Although consensus on generic distinctions between expert and novice teachers is lacking, it is widely accepted that teacher expertise influences cognition and representation, depth of content knowledge, and goal-focused thinking (Hogan et al. 2003).”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “In contrast to novices, expert teachers possess elaborate knowledge about types of events occurring in classroom situations (Hogan et al. 2003).”