专家教师能够更为清晰地表达教学目标的框架，而非专家教师对过程性的教学目标没有清晰的意识。
He can express the framework of teaching objectives more clearly, while the non-expert teacher becomes unaware of his teaching objectives in the process of teaching.
教师知识的主流模型认为，教学内容知识是教师独一无二的知识领域，也是区分专家教师与非专家教师的标志。
The study of teacher knowledge shall be carried out both on the level of knowledge possessed by all teachers and on the level of teachers personal knowledge.
专家新手教师的认知比较研究显示，专家教师“专”的原因在于前者具有更丰富、更精致的图式，由此对教师教学效能的研究转向了教师知识的研究。
The comparative research on expert-novice teachers' cognitive process shows that expert teachers are better than novices because the former have more abundant and elaborated knowledge.
专家新手教师的认知比较研究显示，专家教师“专”的原因在于前者具有更丰富、更精致的图式，由此对教师教学效能的研究转向了教师知识的研究。
The comparative research on expert-novice teachers' cognitive process shows that expert teachers are better than novices because the former have more abundant and elaborated knowledge.
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