The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
Describing the Behavior and Documenting the Accomplishments of Expert Teachers
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.
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Citations
Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
(1999) · Cited by 12,812
(2014) · The Reflective Practitioner in Professional Education · doi:10.1057/9781137399595.0007 · Cited by 8,325
Pólya, G. (1945) · Cited by 2,602
Dreyfus, H. L., Dreyfus, S. E., Athanasiou, E., & Tom (1986) · Cited by 1,567
Advances in Motivation and Achievement
(2014) · Motivational Interventions · doi:10.1108/s0749-742320140000018017 · Cited by 1,536
Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise
Bereiter, C., & Scardamalia, M. (1993) · Medical Entomology and Zoology · Cited by 1,350
Ericsson, K. A. (1996) · Cited by 1,285
Learning about and learning from expert teachers
Berliner, D. C. (2001) · International Journal of Educational Research · doi:10.1016/s0883-0355(02)00004-6 · Cited by 1,054
Self-citationIn Pursuit of the Expert Pedagogue
Berliner, D. C. (1986) · Educational Researcher · doi:10.2307/1175505 · Cited by 1,038
Self-citation
Cited by
Shabani, K., Khatib, M., & Ebadi, S. (2010) · English Language Teaching · doi:10.5539/elt.v3n4p237 · Cited by 458
Classroom interactions: Exploring the practices of high‐ and low‐expectation teachers
Rubie‐Davies, C. M. (2007) · British Journal of Educational Psychology · doi:10.1348/000709906x101601 · Cited by 384
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes
Wolff, C. E., Jarodzka, H., van den Bogert, N., & Boshuizen, H. P. A. (2016) · Instructional Science · doi:10.1007/s11251-016-9367-z · Cited by 266
Voss, T., & Kunter, M. (2020) · Journal of Teacher Education · doi:10.1177/0022487119839700 · Cited by 201
Leijen, Ä., Pedaste, M., & Lepp, L. (2020) · British Journal of Educational Studies · doi:10.1080/00071005.2019.1672855 · Cited by 192
Metadata
- Authors
- Berliner, D. C.
- Venue
- Bulletin of Science, Technology & Society
- Publisher
- SAGE Publications
- Published
- 2004-06
- Volume
- 24
- Issue
- 3
- Pages
- 200-212
- ISSN
- 0270-4676 (ISSN-L)
- 1552-4183
- OpenAlex
- W2031986070
- Cited by
- 578
- References
- 24
- FWCI
- 18.89
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
