Novice/Expert Teachers' Time Epistemology.

Twenty-three novice and 23 expert teachers were interviewed on their processing knowledge in relation to time and use of time. Three epistemological attitudes regarding time were used as categories for the analysis of the interviews: (1) time can be influenced; (2) time can be seen as a problem; and (3) time can modify teaching plans. When time is influenced, the teacher acts upon it; when time becomes a problem or when it modifies the teaching plan, the teacher passively submits to time. Analysis of the interviews indicates that the teacher's attitude toward time seems to vary according to individual profiles without being necessarily connected to experience or professional competency. However, the expert teacher was found to have greater facility in managing instructional time. In other words, expert teachers have a greater ability to improvise, modify the teaching plan, and use different rhythms as needed. Submission to time remains the most important feature for both novice and expert teachers. This finding indicates that set curricula and programs assume too much importance and are not based on teacher input about what can and cannot be accomplished in a given amount of time. Instructional design has forgotten the language of practice. Excerpts from some interviews are included. (AMH)