How do expert teachers view themselves?: Brigitte A. Rollett

2012 ◽  
pp. 40-53
Keyword(s):  
Expert Teachers

A study on the characteristics of empathy through the gaze of expert teachers and pre-service teachers in science experiment class

2017 ◽  
Vol 17 (8) ◽  
pp. 1-19 ◽  
Author(s):  
Kyung-Jin Ko ◽  
◽  
Dong-Yong Kim ◽  
Young-Ji Lee ◽  
Seung-Hyuk Kwon ◽  
...  
Keyword(s):  
Expert Teachers ◽  
The Gaze

Introduction and Integration of Classroom Routines by Expert Teachers

1987 ◽  
Vol 17 (2) ◽  
pp. 135 ◽  
Author(s):  
Gaea Leinhardt ◽  
C. Weidman ◽  
K. M. Hammond
Keyword(s):  
Expert Teachers ◽  
Classroom Routines

The One about Identifying Expert Teachers

2021 ◽  
pp. 162-163
Author(s):  
Edward Watson ◽  
Bradley Busch
Keyword(s):  
Expert Teachers ◽  
The One

Strategies of Expert Teachers for Teaching Identification of Business Opportunities

2014 ◽  
Vol 28 (2) ◽  
pp. 97-111
Author(s):  
Jan Nab ◽  
Hanno van Keulen ◽  
Albert Pilot
Keyword(s):  
Higher Education ◽  
Idea Generation ◽  
Expert Teachers ◽  
Transfer Of Knowledge ◽  
Science Students ◽  
Educational Strategies ◽  
Opportunity Identification ◽  
Knowledge And Skills ◽  
Business Opportunity ◽  
Business Opportunities

The process of opportunity identification is under-emphasized in higher education; and there is a need for validated educational strategies to foster this competence in science students. In a previous study, three strategies were elaborated and evaluated in the classroom: stimulating the use of idea generation techniques, stimulating the conceptualization and evaluation of business opportunities, and promoting the transfer of knowledge and skills in opportunity identification. The focus of this validation study is on whether expert teachers use these strategies in teaching, which sub-strategies they use and whether they use additional strategies with the same objective. It was found that expert teachers frequently applied the previously reported strategies feasibly and effectively and reported various sub-strategies. Moreover, they described three additional strategies: selecting students for an elective by assessing their business idea, providing time for incubation of the business opportunity and challenging students to abandon routine problem-solving patterns.

Recruiting Expert Teachers into Hard-to-Staff Schools

2007 ◽  
Vol 89 (1) ◽  
pp. 64-67 ◽  
Author(s):  
Audrey Amrein-Beardsley
Keyword(s):  
Expert Teachers ◽  
Hard To Staff Schools

Expert Teachers

2016 ◽  
Author(s):  
Andrew Goodwyn
Keyword(s):  
Expert Teachers

scholarly journals On the Adequacy of Expert Teachers: From Practical Convenience to Psychological Reality

2018 ◽  
Vol 7 (5) ◽  
pp. 1
Author(s):  
Sima Caspari-Sadeghi ◽  
Johannes Konig
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Empirical Studies ◽  
Expert Teachers ◽  
Psychological Reality ◽  
Definition Of

This literature review examined approximately 10000 titles in five representative journals in education. It is conducted at two levels. Section A identified the preferred terms and metaphors to describe teachers at different expertise levels. Results indicated a great inconsistency in terms of terminology as well as definition of the same terms or metaphors in different journals, with a lot of them being suggestive and poetic. Section B started with the two most frequent terms, "expert" & "experienced", and put thirty two empirical studies into content analysis to uncover how their respective samples were operationally defined and selected. Findings showed both terms were constantly under-represented and there was a lack of dependable agreed-upon definition of "experienced and expert". It is argued our limitations in educational knowledge could be partly attributed to such poor conceptualizations, imprecise operationalization, and ‘reductive bias ‘of researchers.

An Analysis of the Working Memories of Expert Sport Instructors

2006 ◽  
Vol 25 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Bryan McCullick ◽  
Paul Schempp ◽  
Shan-Hui Hsu ◽  
Jin Hong Jung ◽  
Brad Vickers ◽  
...  
Keyword(s):  
Knowledge Base ◽  
Teaching And Learning ◽  
Expert Teachers ◽  
Distinguishing Characteristic ◽  
Analysis Framework ◽  
Memory Aids ◽  
Skill Analysis ◽  
Stage Analysis ◽  
Hierarchical Manner ◽  
Instructional Situations

A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1986; Tan, 1997). Possessing an excellent memory aids experts in building a substantial knowledge base relative to teaching and learning. Despite its importance, the memory skills of expert teachers have yet to be investigated. Therefore, the purpose of this study was to analyze the working memories of expert sport instructors. Forty-three expert teachers served as subjects for this study. Each teacher was shown a series of slides depicting play and instructional situations in their respective domains. The test required that the subjects view a slide for 5 seconds and then recall as much as they could from the slide. The audio taped responses were transcribed and then analyzed inductively using Huberman and Miles’ (1995) four stage analysis framework to draw themes and commonalities from the data. The findings revealed three themes of experts’ working memories: (a) voluminous and rich, (b) a dominant order, and (c) include a thorough skill analysis. There is support for Berliner (1986) and Tan’s (1997) contention that experts have excellent memories, arrange their knowledge in a hierarchical manner, and are able to discern the important from the unimportant.

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