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. It also sought to compare an expert teacher's model of thinking and teaching with those of instructional systems design to identify the 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) her planning and interactive teaching, and (4) her reflective thinking. / The study employed a naturalistic approach which combined different methodological techniques. The data were analyzed in the constant comparative style, which allowed categories to emerge from the data. The generated model of the teacher thinking and teaching was then compared to instructional systems design (ISD) models and principles. / The findings of the study suggest that there is an interactive relationship among the teacher's different components of thinking and teaching. While the teacher's preplanning seemed to be a good indicator of what was going to happen in the classroom, the planning occurs during interactive and reflective phases of thinking and teaching. The data also showed that reflection was an integral component of the experienced and competent teacher's thought process and occurred before, during, and after teaching. / The results of comparisons between the teacher's model of thinking and teaching with ISD models suggested that there were fundamental differences between these two models. The 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 two models. / Source: Dissertation Abstracts International, Volume: 54-10, Section: A, page: 3719. / Major Professor: Marcy P. Dirscoll. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77018 |
| Contributors | Moallem, Mahnaz., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 278 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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