Evaluation (Individuals); *Teacher Effectiveness IDENTIFIERS *Expert Novice Paradigm

This study analyzed differences in perception of "critical incidents " in classroom teaching among inexperienced, experienced, and award-winning university professors. In past research, expert and novice differences in teaching have been attributed to differences in teacher knowledge, but the teachers were almost entirely at the elementary or secondary levels rather than the post-secondary where instructors have subject matter expertise rather than formal training in teaching. Analysis was based on a total of 102 questionnaire responses, all from full-time university instructors, fairly equally distributed among the three experience levels. Each summarized response was coded to characterize the professor's concerns and thinking associated with a memorable teaching incident, using the categories of: (1) knowledge, which could be information about students or about an instructional strategy; (2) processes, as pacing, or awareness of student comprehension levels; (3) goals, or desired outcomes; and (4