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- W99815760 abstract "This study followed Sternberg and Horvath's (1995) prototype view to sketch a teaching expertise schema as the hypothetical model. An interview of 13 novice, beginning, and expert teachers was used to examine the adequacy of the model. The participants were asked to comment on slides of classroom events. Their think-out-loud protocols were coded using two coding systems (knowledge domains and levels of processing). Then, their active pedagogical knowledge was drawn for further content analysis using quantitative and qualitative methods. Results indicated the appropriateness of the hypothetical model to treat experts' knowledge as the prototype of teacher expertise. However, significant differences existed between novice, beginning, and expert teachers' knowledge, so some modifications (e.g., fuzzy nature, knowledge element features, weights of subdomains, and knowledge organization) were recommended. Expert teachers possessed more knowledge than beginning and novice teachers. (Contains 26 references.) (Author/SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Asian Novice and Expert Teachers' Knowledge I Looking for the Prototype of Teaching Expertise: An Initial Attempt in Taiwan* Sunny S. J. Lin, Associate Professor Center for Teacher Education National Chiao Tung University 1001 Ta Hsueh Rd., Hsin Chu, Taiwan 300 Email:sunnylin@cc.nctu.edu.tw *This article is based on a study funded by National Science Council, Taiwan NSC 86-2417-H-009-004 Paper presented at annual meeting of American Educational Research Association, April 1999, Boston, MA." @default.
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- W99815760 date "1999-04-01" @default.
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- W99815760 title "Looking for the Prototype of Teaching Expertise: An Initial Attempt in Taiwan." @default.
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