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The Development of Expertise In Pedagogy教育学专业知识的发展
There is a lot to learn if you want to be good at teaching, and it takes a lot of time, and thought,and I don’t know any short-cuts. David C. Berliner Regents’ Professor of Education Mary Lou Fulton College of Education Arizona State University Tempe, AZ USA March 20, 2008 Novice Stage Commonplaces to be learned Labels applied Context free rules to be learned Episodic and case knowledge is learned Advanced Beginner Stage Blending of episodic case knowledge with propositional knowledge Strategic knowledge learned: When to break rules, when not to break rules Competent Stage Rational goals and means Personal control, more emotional involvement Some Payoff for Experience Proficient Stage Pattern recognition Intuitive Holistic views of classroom processes Similarities across different kinds of situations are recognized Expert Stage Arational Nondeliberative Fluid, effortless, seamless lessons Example: Novice: A blond haired boy at the table, looking at papers. Girl to his left reaching in front of him for something. Expert: It’s a hands-on activity of some type. Group work with a male and female of maybe late junior high school age. Proposition One Experts perceive meaningful patterns in the domain in which they are experienced. Guiding concepts for attending to classroom phenomena Attention, Work, Responsibility, Affect and Individual differences Proposition Two Novices and advanced beginners cannot always make sense of what they experience. Experts have fast and accurate pattern recognition capabilities. They make sense quickly/ they make sensible inferences. Example of advanced beginners having trouble making sense: Advanced beginner: It didn’t look like it was a favorite class for most of them. One boy looked kind of like, “Oh no, not this class again.” They didn’t seem overwhelmingly enthusiastic to be there. Advanced beginner: They seemed pretty excited about the class, excited to learn and a lot of times it’s hard to g
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