Search results for: Sisask Sirje
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Differences in Teachers’ Comments on Classroom Events as Indicators of Their Professional Development
This article explores indicators of teachers' professional development, by studying their thinking and capabilities of classroom events. Comments of novice and expert teachers on videotaped lesson activities were analyzed, based primarily on grounded theory. Finding revealed that expert teachers are most sensitive to certain instructional events and to general teaching strategy used by model teachers than novice teachers.
Updated: May. 27, 2008