Expert Teachers: Their Characteristics, Development and Accomplishments
نویسنده
چکیده
In the 1980s new methods and findings from cognitive psychology began to influence research on teaching. The emerging literature on commonalities in expertise across different fields seemed pertinent to educational researchers because it appeared to describe characteristics of effective teachers. So without much theory to guide them, a few scholars began to explore expertise in teaching and this work produced some well-warranted assertions about expertise in pedagogy (Berliner, 1987; 1994a; 1994b; 2001).
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