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Journal of Teacher Education, Vol. 40, No. 4, 36-42 (1989)
DOI: 10.1177/002248718904000407

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Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education

Carol Livingston

Hilda Borko

Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice.


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[Abstract] [PDF]