Academic journal article Research Quarterly for Exercise and Sport

A Comparison of Expert and Novice Teachers' Instructional Communication Concerns

Academic journal article Research Quarterly for Exercise and Sport

A Comparison of Expert and Novice Teachers' Instructional Communication Concerns

Article excerpt

Research on effective teaching highlights the importance of communication in instruction (Mottet, Richmond, & McCroskey, 2006; Rosenshine & Stevens, 1986). However, while many studies have focused on how effective teachers communicate, little research has explored why teachers communicate as they do. Staton-Spicer (1979; 1981) showed that, to fully understand the instructional communication process, researchers must consider a teacher's communication concerns. Moreover, recent research indicates that an understanding of what constitutes successful communication in teaching may best be derived from comparisons of expert and nonexpert teachers (e.g., Sanchez, Rosalez, & Canedo, 1999). Therefore, the present study applied Borich & Fuller's (1974) three-tier conceptualization of teacher concerns (self concerns, task concerns, and impact concerns) to compare the instructional communication concerns of expert and novice teachers. Pursposeful sampling was used to select four expert and four novice golf instructors. The instructors were selected for participation based on their level of teaching expertise as defined by Berliner (1986, 1994). University IRB approval was obtained and all instructors completed informed consent forms prior to participation in the study. Data were collected using Staton-Spicer and Marty-White's (1981) communication concerns questionnaire, which asked the instructors, "When you think about your teaching and communication, what are your concerns? …

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