Differences In Teaching With Respect To The Teachers' Experience
Author(s):
MArija Javornik Krečič (presenting / submitting) Milena Ivanuš Grmek Jernej Kovač Eva KOnecnik Kotnik
Conference:
ECER 2013
Network:
10. Teacher Education Research
Format:
Poster

Session Information

10 SES 05.5 PS, General Poster Session

General Poster Session

Time:
2013-09-11
12:30-14:00
Room:
FUAYE
Chair:

Contribution

The empirical study is based on prior studies (cf. Schempp & Tan & Manross & Fincher, 1998, tudi Krull, 2004), which have described the differences between the beginner teachers and expert ones in their behaviour, decision-making and actions in the classroom. The aim of the present study is to determine the characteristics of teaching in the case of lessons in the subject Slovene, namely in the phase of dealing with a new topic, relating to the teachers’ experience (years of professional activity in school). Since the majority of the above mentioned studies defined the differences between the most extreme groups (the novices and the experts), paying much less attention to the stages in-between, the present study wishes to make a detailed analysis of the teachers’ development and to present the differences between the several groups of teachers.

Method

The study is based on a descriptive and causal-nonexperimental method of empirical pedagogical research. The questionnaires for the pupils gave results on how lessons took place and what were the teachers’ actions (teaching) like in lessons in the subject Slovene. The decision to give the questionnaires to the pupils rather than the teachers was based on the findings in some of the previous studies, where it became evident that when asked about how the teaching activities they were responsible for were dealt with, the teachers tended to give socially more desirable answers about themselves in order to maintain a good self-image. It is thus possible to presume that the answers by pupils, to whom anonymity was guaranteed, should give a more objective picture of the phenomena under question.

Expected Outcomes

The comparison of the teachers’ actions during lessons with respect to their experience is (theoretically) justified and sensible, since, if we sum up some of the findings of numerous authors, the teachers’ professional development takes place also on the level of actions – a characteristic of the higher phases of professional development is the variety of forms of teaching, where pupils, too, have the chance to take over the initiative and responsibility for their learning. The present study has confirmed the differences in the teachers’ actions relating to their teaching experience, where (following Berliner’s model) the expert teachers perform the actions in question less frequently than (according to Berliner’s test) competent teachers. Namely, the results have shown that all of the characteristic features of lessons (accept accounting for the pupil’s prior knowledge), where a statistically significant difference was found among groups of teachers according to working period, most frequently occurred in the group of teachers with 6-10 years of teaching experience. The latter most likely confirms the mentioned critical remarks , that in the case of teachers’ experience one should not neglect the quality of this experience.

References

− Berliner, D. C. (1992). The Nature of Expertise in Teaching. Effective and Responsible Teaching. In: Dick, F. K. (Ed.) The New Synthesis Oser. San Francisco: Party, Yossey – Bass Publisher, 227−249. − Berliner, D. C. (1994). Expertise: The Wonders of Exemplary Performence. In: Mangiery, C. & C. Block (Eds) Creating Powerful Thinking in Teachers and Students. Holt, Rienhart & Winston, 161¬−186. − Campbell, A. & O. McNamara & P. Gilroy (2004). Practitioner Research and professional Development in Education. London: Paul Chapman Publishing. − Černe, B. (2004). Stalno strokovno spopolnjevanje in šolska prenova [Continuing Professional Education and the School Reforms]. Sodobna pedagogika, 55 (posebna številka), 194−209. − Elliot, J. (1991). Three Perspective on Coherence and Continuity in Teacher Education. Center of applied research in education, University of East Anglia, School of education. − Eraut, M. (1997). Developing Professional Knowledge and Competence. London: The Falmer Press. − Feiman, N. S., R. E. Floden (1986). The Cultures of Teaching. In: Wittrock, M. C. (Ed) Handbook of Research on Teaching. New York: Macmillan Publishing Co., 505-526. − Fox, D. (1983). Personal Theories of Teaching. Studies in Higer Education, 8, št. 2, str. 151-526. − Fullan, M. (2001). The Meaning of Educational Change. New York: Teachers College Press. − Huberman, M. (1993). The Lives of Teacher. Columbia, New York: College Press. − Huberman, M. (1995). Professional careers and professional development. In: Guskey, T. R.& M. Huberman (Eds) Professional Development in Education: New Paradigms and Practices. New York: Teachers College Press, 193-224.

Author Information

MArija Javornik Krečič (presenting / submitting)
University of Maribor, Slovenia
Milena Ivanuš Grmek
University of Maribor, Slovenia
Jernej Kovač
University of Maribor, Slovenia
Eva KOnecnik Kotnik
University of Maribor, Slovenia

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