Two studies investigated teacher activities that may lead to the development of competence, if not expertise. In Study I, 136 teachers indicated in a questionnaire that evaluation and planning activities (informal and formal) best parallel deliberate practice activities that Ericsson and colleagues report as accounting for expertise in other domains. In Study II, log data and interviews from ei...

This paper investigates an approach to providing a general-purpose authoring/tutoring shell for intelligent computer assisted learning systems. The approach is to outline an object-oriented representation of task/goal hierarchies, then to consider the ways in which domain expertise, student information and teacher expertise can be made to interact with such hierarchies. The result is a skeleton...

AIM The aim of this study was to explore the teacher identity formation dynamics of student nurse-educators about the subject matter, pedagogy and didactics. DESIGN A case study using descriptive quantitative design was employed. METHODS Using a cross-sectional approach, data were collected in 2014 using a self-administered questionnaire. Participants were asked to self-evaluate their teach...

Machine Learning (ML) is traditionally formalized as the study of learning concepts from labeled examples. We are interested in providing a way for a human teacher to interact with a learner using natural instructions, thus allowing the teacher to communicate the relevant domain expertise to the learner without necessarily knowing anything about the internal representations used for learning. W...

While systematic and worthwhile research efforts have been undertaken regarding the conceptualization, development, and assessment of technological pedagogical content knowledge (TPCK) within the context of face-to-face learning experiences in higher education and teacher professional development settings, the authors herein posit that the framework of TPCK requires a technological solution, be...

While expert teachers remain a frequent focus of research in education, to date there have been very few attempts conduct systematic reviews this literature. This paper presents the findings first metasummary on teacher expertise K12 education (primary/elementary and secondary levels), based analysis 106 empirical studies from 16 countries involving 1124 identified as experts. The inductively-d...