Differences in Novice and Competent Teachers' Knowledge

Abstract

The purpose of this study was to investigate the knowledge differences between competent and novice teachers. Data were collected through extended, multiple interviews with five novice and five competent teachers. The teachers were interviewed three times and each interview lasted approximately one hour. Interviews focused on the knowledge the teachers used in planning and conducting their classes. Data were analyzed using the constant comparative technique (Glaser & Strauss, 1967) and the findings were framed by Berliner's (1988) theory of expertise acquisition in teaching. Differences were found between competent and novice teachers in assessing student learning difficulties, conceptions of knowledge and reflective practice. Novice teachers attributed most student learning difficulties to the student, their home environment, and society. The competent teachers held themselves responsible for learner difficulties and sought ways to solve problems their students encountered. While novice teachers justified their content selection on tradition and their authority as teachers, competent teachers selected content based upon logical or technical reasons. Interestingly, the novice teachers believed they knew most, if not all, they needed to know to teach well, while competent teachers believed they had much to learn about their craft. Finally, novice teachers organized their classes around subject matter activities, while competent teachers responded more to students' needs and used continuous, in‐class assessments to direct their pedagogical practice.