The Development of Expertise in Pedagogy.

TLDR

Teacher skill development progresses through five stages: novice, advanced beginner, competent, proficient, and expert. The paper presents a theory of skill learning and discusses policy strategies to help novice teachers progress toward proficiency. Studies show that novice and expert teachers differ in interpreting classroom phenomena, discerning event importance, using routines, predicting events, judging typicality, and evaluating performance, responsibility, and emotions. Reproductions supplied by EDRS are the best that can be made from the original document.

Abstract

In this discussion on the development of expertise in teaching, a theory of skill learning is first presented. The characteristics of five stages of skill development in teachers are described: (1) novice; (2) advanced beginner; (3) competent teacher; (4) proficient teacher; and (5) expert teacher. A review of data collected by studies on the subject of teaching expertise points out differences between the novice and the expert teacher in the areas of: (1) interpreting classroom phenomena; (2) discerning the importance of events; (3) using routines; (4) predicting classroom phenomena; (5) judging typical and atypical events; and (6) evaluating performance: responsibility and emotions. The discussion of policy considerations for teacher educators, based upon this developmental theory of skill acquisition, is aimed at helping novices become proficient in classroom techniques while evaluating them in ways approriate for their developmental level. (JD) XXXXXXX30000(***********KM************MENKMMXXXXXXXXXXXX**************** Reproductions supplied by EDRS are the best that can be made from the original document. 300000000a****Y****X*******************K******************************* THE DEVELOPMENT OF EXPERTISE IN PEDAGOGY