STAGES OF TEACHER

DEVELOPMENT
(TROTTER , 1986)
PREPARED BY:

DORINA WONG MING / KOK JIA XUAN / SOON MING HUI /

TAN SIOK YONG / YAP SZE MIIN / YII WAN JIUN
FIVE DEVELOPMENT OF TEACHERS

Novice Level

Advanced Novice Level

Efficient Level

Expert Level

Skilled Level
 INTRODUCTION
Trotter (1986) argues that teachers need many years of
experience and shift to the skilled and only a handful of
them will achieve progress at the expert level.

Novice teacher learns to recognize various objective

facts, initial concepts, and specific rules. This stage is
the beginning of the preparation of becoming a
professional educator.

Pre-service teachers in Teaching degree program may

be moved from the novice to the advanced novice and
start heading to the efficient level when they become
teachers in school.
 NOVICE TEACHER
When does this stage begin?

This stage begins when you are registered as a student

teacher education (teacher education students) in
Teaching degree program.

The novices learn the specific facts objectively and

master the basic concepts and principles in action.
They began to acquire some basic skills, master the
terminology related to his profession and gather
initial ideas about teaching duties.
 NOVICE TEACHER
Novice teachers do not have the skills that are
required to handle teaching in a classroom.

Able to form a cognitive map of the general duties of a

professional teacher through courses offered.

Teaching degree program as an introduction to

psychology and child development, educational
philosophy and history of education.
 ADVANCED NOVICE TEACHER
When does this stage begin?

The exposure to the actual situation of the school:

School Based Experience
Practicum
in which this experienced / efficient teachers help the
teachers gain experience in performing daily tasks.

Experience and exposure to the realities of school can

help deepen understanding of novice teachers about
the needs and demands of the teaching profession.
 ADVANCED NOVICE TEACHER
The exposure to the actual situation of the school:
School Based Experience
Practicum
in which this experienced / efficient teachers help the
teachers gain experience in performing daily tasks.

Experience and exposure to the realities of school can

help deepen understanding of novice teachers about
the needs and demands of the teaching profession.
 EFFICIENT TEACHER

The third stage :The teacher achieved the skills in their

respective fields.
The teacher had a certificate or a degree in teaching to
meet the eligibility requirement.
Efficiency (competence) actually is a minimum for a
function as a qualified educator.
 COMPETENT TEACHER
Teachers begin to recognize more and more the
principles and concepts out of context and elements
with respect to specific situations.

Teachers begin to have the ability to solve Teaching &

Learning problems they face.

Competent teacher can investigate their own practice

through reflection that may sound, "I have tried this, but
the result is not what I want. What should I do now?
 When does this competent stage begin?

Begins when you accept an offer of

appointment as a teacher.

Teachers require between two and five years of

teaching experience and at the same time being
open to new learning or ready to receive
additional training in service.

If they leave the teaching profession before the

five years of service, chances are they did not
even reach the level of competence.
 EFFICIENT TEACHER
Only a small percentage of professional educators
ever reach this stage.
These are the teachers one normally thinks about
when we remember the teachers who had the most
influence on us.
 CHARACTERISTICS

Expert teacher can easily identify the key elements in a

task.
Expert teachers have high cognitive ability to analyze
and digest the learning environment in a creative and
distinctive ways.
Can identify the important elements of the task very
quickly, very easily.
They have a smooth style that allows them to
implement decisions based on intuitive
understandings--understandings that come out of their
experiences.

These understandings are so internalized that

sometimes they can not even state why it is that
they are thinking that way.

Teachers have the ability to guide and mentor novice

teachers.

They can share ideas, experiences and skills through

forums, in-service training courses, seminars, research,
intellectual discussion and so on.
 THE MASTER TEACHER
The individual is operating in an experienced-based
similar to that achieved at the proficient stage, but in a
more holistic manner.

This means that they are not focusing on simply one or

two elements, but are able to comprehend and work
with a variety of patterns.
 CHARACTERISTICS
People who are operating at the stage of expertise can
handle a large quantity of information and give a very
smooth, natural performance.

Individuals in the stage of proficient still make mistakes;

those in expertise provide almost perfect performance.
We may only interact with a handful in our entire
education experience. These educators are widely
recognized as superior.
They are also likely to be mentors for educators who
desire to become like them.
JOURNEY FROM
NOVICE TO EXPERT
(IMPLICATIONS TOWARD TEACHERS )
 Journey from Novice to Expert
(Implication towards teacher )
Teacher development theory discussed above is
based on practical knowledge, theoretical and
empirical.
Stages of teacher development presented by
Trotter (1986), derived from actual experiences,
research findings and thoughts about
developmental psychology.
A new teacher who are provided with research
based knowledge to help make wise decisions
while facing the challenges of teaching Profession.
 BERLINER (1988)
Only a handful of teachers successfully completed
the course of his teaching career to the level of
expert teachers.
The researchers of teacher education and staff
development training are very keen to identify what
are the features that distinguish the novice teachers
and specialist teachers.
The question that trying to be answered is, ' Can the
identify features that are sure to be applied at an
early stage of process (number of years) from the
novice to the expert simplified (or accelerated)?
 LEE SHULMAN (1986, 1987)
A leading researcher in the field of teacher
education poses a conceptual framework
that is often used to guide teacher
educators in discussions relating to the
quality of a competent teacher.
 7 CORE KNOWLEDGE
Efficiency of a teacher should consider the seven core
knowledge, namely:
Knowledge of the content.
General pedagogical knowledge.
Curriculum knowledge.
Pedagogical content knowledge.
Knowledge of students and student characteristics.
Knowledge of educational contexts.
Knowledge of the philosophy, goals and values of
education.
KNOWLEDGE OF THE PEDAGOGICAL
CONTENT KNOWLEDGE
Formed as a result of synthesizing and integrating
the three pillars of knowledge
the knowledge of content
general pedagogical knowledge
knowledge of educational contexts
 PEDAGOGICAL
CONTENT KNOWLEDGE
Is only possessed by the teacher alone.
Example: Between a science teacher with a scientist ,
science teachers structure their science knowledge
from the perspective of teaching and the way the
knowledge is used to help students understand science
concepts specifically.
Meanwhile, a scientist restructure their science
knowledge for research and develop new knowledge in
science.
 PEDAGOGICAL
CONTENT KNOWLEDGE
'Pedagogical content knowledge is the
category most likely to distinguish the
understanding of the content specialist from
that of the pedagogue.' (Shulman, 1987,
hal.4)
 COMPARISON OF TEACHERS'
PEDAGOGICAL CONTENT
KNOWLEDGE OF NOVICE AND
EXPERT TEACHERS
 NOVICE TEACHERS
Knowledge is a discrete/ different content.
Pedagogical action is limited, leading to
methods of imparting knowledge and
teaching performance.
 EXPERT TEACHERS
In-depth knowledge of the content and may
associate with different contexts in an
integrated manner.
Action is broader pedagogy, interactive and
diverse.
Teach to consider the way students learn, how
students construct concepts in cognitive
structure representation.
Focus on existing knowledge, student thinking
can modify the curriculum planning mentally to
suit the needs of the context.
 EXPERT TEACHERS
Some things need to be emphasized when you
are in the process of transitioning to the novice
to the more advanced levels can be achieved
smoothly and efficiently.
Among it are:
Support and guidance received during the
program teaching (lecturer, tutor and mentor
teachers) in a comprehensive and intensive will
facilitate the achievement of mastery level of
competence.
 EXPERT TEACHERS
Exercise or activity should lead to the
development of specific knowledge domain
(content, pedagogical content knowledge
and general pedagogical) in order to
improve the skills of observation and
representation make the process of learning
in the classroom practices.
The courses offered in teacher training
program balances theory and practice as
practical to allow direct experience and
active learning or hands-on.
 EXPERT TEACHERS
To appreciate the classroom management, a
novice hands on experience that is planned
(example: case study analysis, scenario
classroom), vicarious experience (example:
observing a mentor teacher to a class),
simulation experience (example: role play/
micro and macro) where the discussion can
focus on the problem of discipline or academic
issues specifically.
 EXPERT TEACHERS
Through such activities, the novice will begin to
acquire a new understanding.
As Shulman (2000) argues, personally knowing
something is different from that of any other
person should know and execute.
Novice teachers need to continuously look for
opportunities to increase their skills to the
expert teacher professionalism.
 SUMMARY
NOVICE New to the field
Know little to nothing

ADVANCED NOVICE Can perform to basic standard

EFFICIENT Experienced
Can vary performance based on
unique situation
EXPERT Can invent new or better way to do
job, can teach others
MASTER Provide almost perfect performance
 REFERENCES

Huitt, W. (2006, September). Stages of mastery. Educational

Psychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved from
http://www.edpsycinteractive.org/stgmstry.html

Trotter, R. (1986). The mystery of mastery. Psychology

Today, 20(7), 32-38.

Butler, D., & Winne, P. (1995). Feedback and self-regulated

learning: A theoretical synthesis. Review of
Educational Research, 65(3), 245-281.