Expert and novice teachers do not differ significantly in the number of alternative teaching strategies they mention when reflecting on their own MET videos¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Expert and novice teachers did not differ significantly in the number of alternative teaching strategies mentioned while reflecting on their own MET video footage. → Keller 2022

Evidence¶

Keller 2022¶

Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2022). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science. https://doi.org/10.1007/s11251-021-09570-5

q3 · i? · associational · r1

T-test on the same 37-teacher sample found no significant group difference in alternatives mentioned: "MDiff = −1.01, 95% CI [–5.05, 3.04], p = .617". Hypothesis 2, based on prior expert-novice studies, was not supported.

"or in the number of teaching alternatives they mentioned (MDiff = −1.01, 95% CI [–5.05, 3.04], p = .617; Hypothesis 2)"

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage — related
• Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often — related