Uncovering Differences in the Conceptual Views of Expert and Novice Teachers through Concept Maps Produced by Sconsat Interviews

This study describes the use of concept mapping in regard to teachers' views on the meaning of knowledge, learning, and expertise of teachers, as produced by SConSAT (Standardized Concept Structuring Analysis Task) interviews with expert and novice teachers. The study is based on the assumption that concept maps are cognitive and meta-cognitive tools that make it possible to reveal covert and overt aspects of one's inner perceptions and to represent relationships between the concepts and the ideas associated with them in a flexible manner and in a variety of modes of representation (both verbal and graphic). The study suggests an informative and innovative analysis of concept maps and shows that concept maps can reveal differences in the conceptual views of novice and expert teachers, characterize them, and identify their connection to teachers' reflective thinking.