A Comparative Study of the Teaching Processes of the Expert and Novice Teachers Author: Ching-Jung Wu (Hsinchu Chunghsiao Junior High School), Ching-Yung Chang (Department of Educational Psychology and Counseling, National Taiwan Normal University)

Vol.&No.：Vol. 42 (New Version)
Date：October 1997
Pages：17-33
DOI：10.3966/2073753X1997104201002

Abstract：

The purpose of this study was to analyze the differences between expert and novice teachers in their teaching processes. In order to accomplish this purpose, the study was to observe the teaching process in a semester with the use of ethnography method. The subjects contained 2 expert teachers and 2 novice teachers. The data collected were analyzed from four aspects: the cognitive domain, the affective domain, the psychomotor domain, and teacher's efficacy. The major findings were summarized as follows: 1. The Cognitive Domain: the result from the qualitative analysis of the teaching process in-dicated that the expert teachers could properly adjust their teaching to fit the need of the teaching situation; but the novice teachers lacked whole conceptions about teaching and their teaching was less var-ious and less elastic. 2. The Affective Domain: the result showed that the expert teachers could arouse students' learning motivation and learning spirit in an encouraging way; but the novice teachers used more verbal warning and rebuke to remind the students to concentrate their attention on what they are learning. 3. The Psychomotor Domain: the result indicated that the expert teacher could cultivate stu-dents' basic language ability in listening, speaking, reading, and writing; the novice teachers focused on test-teaching, and did less to develop the students' communicative ability. 4. The Teacher's Efficacy: the result showed that the expert teachers were more confident of their teaching; but the novice teachers judged their teaching effects by the scores of the students in test.

Keywords：expert teachers, novice teachers, teaching processes

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