Expert-Novice Differences in Perceiving and Processing Visual Classroom Information

Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and "postulant" teachers perceive, understand, monitor, and process v...

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Bibliographic Details
Published in:Journal of teacher education 1988-05, Vol.39 (3), p.25-31
Main Authors: Carter, Kathy, Cushing, Katherine, Sabers, Donna, Stein, Pamela, Berliner, David
Format: Article
Language:English
Subjects:
Classroom management
Classroom techniques
Education
Educational personnel
Educational sciences
Educators
Human information processing
Methods
Occupational problem, occupational relations, trade unionism
Perception
Perception (Psychology)
Perceptions
Psychological aspects
Study and teaching
Teachers
Teaching
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Summary:Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and "postulant" teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to discuss their perceptions about and reactions to visual stimuli. Subjects were asked to respond to structured interview questions both orally and in writing; the responses were recorded and transcribed for analysis. Protocols and written responses were analyzed through a multi-step, itera tive process designed to determine patterns, trends, and differ ences in both kind and quantity of responses. Results suggested that experts, novices, and postulants differed with respect to their abilities to perceive and interpret classroom information. Experts appeared better able to weigh the import of one piece of visual information against another, to form connections among pieces of information, and to represent management and instructional situations into meaningful problem units. In general, experts appeared to possess comparatively richer schemata for ascribing meaning to visual classroom information.
ISSN:0022-4871
1552-7816
DOI:10.1177/002248718803900306