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¶

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? 81.4% of novices' mentioned alternatives were framed as improvements to their teaching, versus 42.7% for experts, who framed 41.8% of alternatives as inferior to their own instruction. → 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

Loglinear analysis of 207 coded alternative-strategy clauses showed a significant Alternatives × Expertise association (χ2 = 39.1, df = 2, p < .001 in the crosstabulation). "Novice teachers mentioned more alternative teaching strategies with which they would improve their own teaching (81.4%)"; experts split roughly evenly between improvement and inferior framings. No standardized effect size was printed.

"Novice teachers mentioned more alternative teaching strategies with which they would improve their own teaching (81.4%), whereas expert teachers mentioned alternative teaching strategies with which they would improve their own teaching (42.7%) and which they consider inferior to their own instruction (41.8%) with about the same frequency"

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
• The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender — a broader claim this one bears on
• Expert and novice teachers do not differ significantly in the number of alternative teaching strategies they mention when reflecting on their own MET videos — related
• Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos — related
• Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction — related