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• W144098596 abstract "This study was designed to explore an expert teacher's model of thinking and teaching as it occurred within the social and cultural context of the classroom. The model was then compared with instructional systems design (ISD) to identify similarities and differences between them. To accomplish these goals, the study focused on the process and relationships among four aspects of teacher thinking: (1) the teacher's experiential world and frame of reference; (2) the teacher's knowledge and beliefs; (3) the teacher's planninr; and interactive teaching; and (4) the teacher's reflective thinking. An ethnographic, naturalistic approach combining different methodological techniques was employed. Data analysis suggested an interactive relationship between teacher's thinking and teaching, and showed that reflection was an integral component of the experienced and competent teacher's thought process. Comparisons between the teacher's model of thinking and teaching with ISD models revealed fundamental differences between them. Separation of instructional planning from implementation and evaluation, the linear or procedural model of teaching and planning, and the concept of reflection or evaluation of effectiveness of instruction after implementation were found to be major sources of differences between the ISD models and the teacher's model. (Contains approximately 40 references.) (LL) **********q.************************************************************ Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** AN EXPERIENCED TEACHER'S MODEL OF THINKING AND TEACHING: AN ETHNOGRAPHIC STUDY ON TEACHER COGNITION Mahnaz Moallem The University of North Carolina at Wilmington Address Department of Specialty Studies School of Education The University of North Carolina at Wilmington 601 South College RD. Wilmington, NC 28403-3297 Tel: (910) 350-4183 Fax: (910) 395-3609 E-mail: moallemm@vxc.uncwil.edu VET MISSION TO REPRODUCE THIS n ,FERIAE HAS BEEN GRANTED BY To THE EDUCATIONAL Rf SC)uRCES NE-nRMATIoN CENTER .ERIC, U S DEPARTMENT OF EDUCATION Oft. e 01 E ducAitonat Remare and Imorov.mpnr EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C In's locomen, has been reproduced as Pc ete0 from the person or ott;tantz abort Cmg.ne1,119 .1 C Mtnot c hinges have been made to trnotove ,e0rOduCloon QuaNy Dorms of new or optesOeS staled n th.sdoc u rhent do not necessarily taoresen1 &host OF RI pOstllon Or ooltC1 This paper was presented at the 1994 annual meeting of the American Educational Research Association in New Orleans, LA. It also won the 1994 Association for Educational Communication and Technology Special Research Award." @default.
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• W144098596 title "An Experienced Teacher's Model of Thinking and Teaching: An Ethnographic Study on Teacher Cognition." @default.
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