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

Abstract

Research examining differences between expert and novice teachers is reviewed through the lens of cognition to outline and establish how features of the classroom are mentally represented. Studies are reviewed under Shulman's (1986b) framework characterizing knowledge bases necessary for teacher effectiveness, including content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Inferences are made as to how teachers, varying in experience level, represent classroom events including curriculum planning, instruction, management, and communication. Implications for teacher education and professional development programs are discussed.