Shared Teaching Culture in Different Forms: A Comparison of Expert and Novice Teachers' Practices

Autor/in	Arani, Mohammad Reza Sarkar
Titel	Shared Teaching Culture in Different Forms: A Comparison of Expert and Novice Teachers' Practices
Quelle	In: Educational Research for Policy and Practice, 16 (2017) 3, S.235-255 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-016-9205-8
Schlagwörter	Comparative Analysis; Beginning Teachers; Experienced Teachers; Expertise; Grade 7; Mathematics Teachers; Mathematics Instruction; Culture; Teaching Methods; Lesson Plans; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Expert appraisal; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kultur; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Ausland
Abstract	This study aims to reveal the teaching script and structure of lesson practice of two seventh-grade Japanese mathematics teachers--a "novice" and "expert"--through comparative analysis of mathematics lessons. Specifically, it aims to clarify how the teachers' views of teaching as tacit knowledge determine lesson structure and share the same culture in different forms in practice. This comparative analysis shows how the lessons can be described as sharing the same teaching culture in different forms from the following two perspectives: (1) methods of mathematical communication between teacher and students, and (2) approaches to dealing with mathematical concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01