Identifying Good Teachers: Expert vs. Ordinary Knowledge

Good expert knowledge, small scope.

BACKGROUND During many years of occupational stress research, mostly within the German governmental program for "Humanization of Work Life'', remarkable deficits concerning visual work were seen, the most striking being the lack of cooperation between the different experts. OBJECTIVE With regard to this article hard arguments and ideas for solutions had to be found. METHODS/PARTICIPANTS A p...

Expertise, Expert Teaching and Experienced Teachers’ Knowledge of Learning Theory

Through the inception of the Chartered Teacher Programme in Scotland there is the intention that continuing professional development can enable teachers to become increasingly effective in promoting learning in the classroom (Scottish Executive, aim since what is meant by learning (and its promotion) is not contextualised either in learning in any coherent way. The implications of such a ‘non-l...

Novice and Expert Teachers’ Conceptions of Learners’ Prior Knowledge

This study presents comparative case studies of preservice and first-year teachers’ and expert teachers’ conceptions of the concept of prior knowledge. Kelly’s (The Psychology of Personal Construct, New York: W.W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman (Journal of Research in Science Teaching, 2000, 37, 363–385) in relationship to prior knowledg...

DISTINCTIVE QUALITIES OF EXPERT TEACHERS Distinctive Qualities of Expert Teachers

Identifying the challenges to good clinical rounds: A focus-group study of medical teachers

Introduction: The use of clinical rounds, as an integral part ofclinical teaching to help medical students acquire essential skillsof practicing medicine, is critically important. An understandingof medical teachers’ perceptions concerning the challenges ofclinical rounds can help identify the key areas of focus to betterfoster professional development of medical students. This studyexplored th...