Evolution of Novice through Expert Teachers' Recall

This study examined the evolution of the accuracy and thoroughness of novice through expert teachers' recall of their own and their students' specific classroom behaviors. Elementary school teachers were observed teaching in a natural setting. Their classes were audiotaped, and detailed notes of the teachers' and students' specific classroom behaviors were recorded. A one-hour structured interview followed the observation. Infrequent inaccuracies in recall were noted with novices through teachers with 1 to 3.5 years experience; the teacher with 6.5 years experience and the experts exhibited accurate recall. Continua were observed from general recall that lacked thoroughness through very specific and thorough recall to general and apparently less thorough recall; and from hesitant, uncertain, inconsistent, strained recall to fluid, certain, consistent, and generally effortless recall. During analysis of the teachers' thoroughness of recall, the following themes emerged: (1) as teachers gained experience, their reported focus during teaching shifted from their own behaviors (novices) to their students' behaviors (intermediate group) to a combination of their own and their students' behaviors (experts); (2) teachers' reported focus did not consistently concur with the focus apparent in their oral recall until teachers had a minimum of 6.5 years experience; (3) novices recalled neutral behaviors, while more experienced teachers reported neutral, negative, and positive behaviors; and (4) teachers progressed in thoroughness of recall along different paths and at different rates. (JB)