Search results for: Expert practice
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This article investigates an aspect of the knowledge of teaching required by teacher educators. It also explores how that knowledge might be developed if teaching (about teaching) is to be conceptualized as a distinct and important field in its own right - with its own forms of knowledge, ways of working and perspectives on the world. The article focuses on self-understanding as a component of teacher educators' knowledge of practice.
Updated: Jul. 21, 2009
The purpose of this study was to contribute to and expand the scholarship on teaching and mentoring. The questions guiding this qualitative study were as follows: First, how do mentors gain their expertise? Second, what support do they need to promote their continued development? The context of this study was a teacher training academy. Data were collected from eight mentor teachers in three ways--through individual interviews, focus group interviews, and participant observation. Results indicate that mentors conceptualized their work into two distinct roles: teaching and mentoring. Recommendations are provided for developing and supporting mentors' practice.
Updated: Jul. 15, 2009
The article examines the relationship between research and effective teaching in higher education, utilizing concept mapping. The approach is used to suggest that rich and complex networks are indicative of expert status, but these are seldom made explicit to students. Instead, most lesson plans are comprised of simple linear structures. The linear structures, according to the authors lead to learning strategies rather than to individual meaning making.
Updated: Mar. 18, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008