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The development of expertise in teac...

Knighton, Charles Jeffery.

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The development of expertise in teaching: A situated learning perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The development of expertise in teaching: A situated learning perspective./
作者:	Knighton, Charles Jeffery.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4103.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154822
ISBN:	0496154982

The development of expertise in teaching: A situated learning perspective.
Knighton, Charles Jeffery.

The development of expertise in teaching: A situated learning perspective. - 159 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4103.

Thesis (Ph.D.)--Auburn University, 2004.

Expert teachers possess a number of traits that allow them to stand apart from other teachers. They have affective traits such as a strong sense of mission, a performance mindset, and a desire to push the edge of their competence. They have behavioral traits such as the use of a wide variety of teaching techniques, the use of routines, eye contact, and a high energy level. They also have cognitive traits, such as a large, well-organized knowledge base and the ability to process information more efficiently. While we can identify a number of traits of expert teachers, little is known about their development.

ISBN: 0496154982Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The development of expertise in teaching: A situated learning perspective.
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245 1 4 $a The development of expertise in teaching: A situated learning perspective.
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500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4103.
500 $a Director: Glennelle Halpin.
502 $a Thesis (Ph.D.)--Auburn University, 2004.
520 $a Expert teachers possess a number of traits that allow them to stand apart from other teachers. They have affective traits such as a strong sense of mission, a performance mindset, and a desire to push the edge of their competence. They have behavioral traits such as the use of a wide variety of teaching techniques, the use of routines, eye contact, and a high energy level. They also have cognitive traits, such as a large, well-organized knowledge base and the ability to process information more efficiently. While we can identify a number of traits of expert teachers, little is known about their development.
520 $a Researchers have identified stages of development of expertise in teaching. These stages, while informative, do not provide information regarding how teachers progress from one stage to another. In addition, the concept of situated learning has broadened our understanding of how people learn. However, little or no research has been conducted to determine how communities of practice assist teachers in the development of expertise.
520 $a In order to document the developmental path of expertise in teaching, the researcher spent 12 years teaching a standardized alcohol and drug curriculum, 10 of which were spent within a community of practice of expert trainers of the curriculum. The researcher progressed from novice teacher to expert teacher. Using qualitative research methods, particularly case study and grounded theory, experiences were documented. In addition to using the constant comparative method, the researcher also conducted semi-structured interviews with each of the other trainers within the community.
520 $a It was determined that the path toward expertise in teaching is not a direct, upward path. Rather, instructors experienced a decline in ability once they reached the competency stage and entered into the community of practice of expert teachers. The mentors in this community assisted the new trainers in reversing the decline in ability and progressing toward expertise by providing the new trainers with safe opportunities to practice and take risks, feedback on their performance, and familial caring. In order to reverse the decline in ability, the new trainers had to surrender to the fact that they were not perfect and could learn from their mentors, and they had to accept that they did not have to be perfect. Once the expert level had been reached, flow and a solidified trainer identity motivated the expert teachers to continue developing their skills.
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