Interactive thinking and teacher expertise

A lot has been written on expertise in teaching. §This research has merged with the studies of teacher §cognition, as teachers observable behaviour cannot §be analysed separately from underlying thought §processes. Researching teachers interactive §thinking provides an interesting angle for looking §at expert/novice teacher differences, as dealing §with complexity of the classroom places great §demands on teachers cognition. This study §investigates stimulated recalls of 3 teachers with §differing levels of experience. Unlike much of the §previous research it does not focus exclusively on §decision-making, but tries to take a more general §view. The findings, although tentative, indicate §that there are differences in how §experienced/inexperienced teachers structure their §lessons, how their prior images influence the §teaching process. The study emphasis that §identifying teachers priorities and their goals §could provide useful insights for expertise studies §in language teaching. The book is of value as an §initial empirical exploration and can be useful to §researchers investigating issues of teacher §expertise and teacher cognition as well as teacher §educators.