Developmental changes in teachers' use of higher order thinking and content knowledge.

• Bruce Torff ^[1]
  1. [1] Hofstra University

     Hofstra University

     Town of Hempstead, Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 563-569
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.3.563
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• Resumen

  • Secondary-level history teachers (n=60) participated in a study examining differences among experts, experienced teachers, and novices in classroom use of higher order thinking skills (HOTS) and content knowledge. The results support the theory that development of teaching expertise is associated with a change from HOTS-lean and content-rich (curriculum-centered) practices to HOTS-rich and content-lean (learner-centered) ones, but teachers who gain classroom experience and in-service training tend not to develop the full range of expert skills, notably with respect to HOTS. (PsycINFO Database Record (c) 2016 APA, all rights reserved)