Educational Psychology and Pedagogical Expertise

New Findings and New Opportunities for Thinking About Training

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

Studies of the way expert and novice teachers differ yield implications about the substantive and methodological training programs needed for educational psychologists who wish to study teaching. There appears to be a greater need for the next generation of educational psychologists to have knowledge of a subject matter field and to have a developmental perspective. They also need an awareness of the social context of learning. They should have training in the methodologies uniquely associated with cognitive psychology and qualitative research and experience with alternative forms of student and teacher assessment. They will also need to better understand how case and procedural knowledge are acquired and develop.

Original languageEnglish (US)
Pages (from-to)145-155
Number of pages11
JournalEducational Psychologist
Volume26
Issue number2
DOIs
StatePublished - Mar 1 1991

Fingerprint

Educational Psychology
Psychology
Qualitative Research
Teaching
Learning
Students
Education
Thinking

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Educational Psychology and Pedagogical Expertise : New Findings and New Opportunities for Thinking About Training. / Berliner, David.

In: Educational Psychologist, Vol. 26, No. 2, 01.03.1991, p. 145-155.

Research output: Contribution to journalArticle

@article{ca7fb17b86364b21a8b2ec37afed97c1,
title = "Educational Psychology and Pedagogical Expertise: New Findings and New Opportunities for Thinking About Training",
abstract = "Studies of the way expert and novice teachers differ yield implications about the substantive and methodological training programs needed for educational psychologists who wish to study teaching. There appears to be a greater need for the next generation of educational psychologists to have knowledge of a subject matter field and to have a developmental perspective. They also need an awareness of the social context of learning. They should have training in the methodologies uniquely associated with cognitive psychology and qualitative research and experience with alternative forms of student and teacher assessment. They will also need to better understand how case and procedural knowledge are acquired and develop.",
author = "David Berliner",
year = "1991",
month = "3",
day = "1",
doi = "10.1207/s15326985ep2602_6",
language = "English (US)",
volume = "26",
pages = "145--155",
journal = "Educational Psychologist",
issn = "0046-1520",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Educational Psychology and Pedagogical Expertise

T2 - New Findings and New Opportunities for Thinking About Training

AU - Berliner, David

PY - 1991/3/1

Y1 - 1991/3/1

N2 - Studies of the way expert and novice teachers differ yield implications about the substantive and methodological training programs needed for educational psychologists who wish to study teaching. There appears to be a greater need for the next generation of educational psychologists to have knowledge of a subject matter field and to have a developmental perspective. They also need an awareness of the social context of learning. They should have training in the methodologies uniquely associated with cognitive psychology and qualitative research and experience with alternative forms of student and teacher assessment. They will also need to better understand how case and procedural knowledge are acquired and develop.

AB - Studies of the way expert and novice teachers differ yield implications about the substantive and methodological training programs needed for educational psychologists who wish to study teaching. There appears to be a greater need for the next generation of educational psychologists to have knowledge of a subject matter field and to have a developmental perspective. They also need an awareness of the social context of learning. They should have training in the methodologies uniquely associated with cognitive psychology and qualitative research and experience with alternative forms of student and teacher assessment. They will also need to better understand how case and procedural knowledge are acquired and develop.

UR - http://www.scopus.com/inward/record.url?scp=84972991907&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84972991907&partnerID=8YFLogxK

U2 - 10.1207/s15326985ep2602_6

DO - 10.1207/s15326985ep2602_6

M3 - Article

VL - 26

SP - 145

EP - 155

JO - Educational Psychologist

JF - Educational Psychologist

SN - 0046-1520

IS - 2

ER -