Describing the behavior and documenting the accomplishments of expert teachers

Research output: Contribution to specialist publicationArticle

167 Scopus citations

Abstract

Propositions about the nature of expertise, in general, and expertise in pedagogy, in particular, are discussed. The time needed to develop expertise in teaching and the highly contextual nature of teachers' knowledge are also discussed. Four theories of teacher development are presented, with an elaboration on the heuristic value of the theory of Dreyfus and Dreyfus (1986). Examples from the pedagogical literature are used to illustrate this theory. The recent research establishing causal relationships between those identified as experts in teaching and their students' academic achievement is also presented. This research allows those who study expertise in teaching to have a more objective measure for identifying and studying expert pedagogues.

Original languageEnglish (US)
Pages200-212
Number of pages13
Volume24
No3
Specialist publicationBulletin of Science, Technology and Society
DOIs
StatePublished - Jun 1 2004

Keywords

  • Development
  • Expertise
  • Pedagogy
  • Teaching

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • Social Sciences (miscellaneous)
  • History and Philosophy of Science
  • Management of Technology and Innovation

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