Differences in Thinking Between Experienced and Novice Teachers when Solving Problematic Pedagogical Situations
Abstract Solving problematic situations is an important part of developing teaching expertise in the field of pedagogy for several scholars of teacher education (Bond, L., Smith, T., Baker, W. K., Hattie, J. A., 2000). The current study introduces a test that was developed to explore differences in thinking between experienced and novice teachers when solving problematic situations in the field of pedagogy. Findings showed that more experienced teachers used an action plan to search for information more often, which means that more experienced teachers generally structure their action plans better than novice teachers. The test developed allowed us to distinguish between some characteristics of novice and expert teachers’ problem solving. More specifically, experts tended to use an action plan to search for information more frequently.
The failure of Descartes' system and the new world-wide context are aspects that point to a crises of current paradigms. This crises triggers the need of reconsidering philosophical and scientific models, as well as the trends guiding the professional practices and relationships. This study reflects about the tendencies that will lead the nursing practices in the twentieth-first century and the consequences of the care practice under new paradigms.