| A | B |
|---|
| Expert Teachers | infer accurately |
| Expert Teachers | distinguish between relevant and irrelevant information |
| Expert Teachers | comprehend meaning behind classroom activity |
| Expert Teachers | are proactive |
| Expert Teachers | identify instructional and classroom management problems |
| Expert Teachers | have complex, eleborate and interconnected mental images |
| Expert Teachers | possess good questioning skills |
| Expert Teachers | imental images facilitate their learning |
| Novice Teachers | do not infer accurately |
| Novice Teachers | can't automatically discriminate relevant from irrelevant information |
| Novice Teachers | have trouble "reading between the lines" of classroom activity |
| Novice Teachers | have problems with complex classroom phenomena |
| Novice Teachers | are reactive |
| Novice Teachers | do not possess sophisiticated theories of teaching |
| Novice Teachers | lack questioning skills |
| Novice Teachers | planning facilitates the construction of their schema |
