Expert teacher: the nature of expertise in the teaching profession (in FLT perspective)

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F13%3A00073474" target="_blank" >RIV/00216224:14410/13:00073474 - isvavai.cz</a>
Alternative codes found
RIV/00216224:14410/13:00073476
Result on the web
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DOI - Digital Object Identifier
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Result language
angličtina
Original language name
Expert teacher: the nature of expertise in the teaching profession (in FLT perspective)
Original language description
Research of expertise in the teaching profession has been inspired by studies on expertise in other domains. Research in teacher expertise has been launched later, however, since the 1980s we have seen a number of studies in different cultural contexts.They either investigate expertise as a state (e.g. Berliner et al., 1988; Turner-Bisset, 2001), or adopt a developmental perspective (Bereiter, Scardamalia, 1993, Tsui, 2005), i.e. focus on development and maintenance of expertise. Our research takes into consideration the three currently dominant paradigms in the study of teacher expertise as this paradigmatic plurality yields fairly different characteristics of the phenomenon, each of them capturing its specific aspects. These include: 1) the currently dominant perception of expertise as intuition and tacit knowledge within a stage model of professional development (Eraut, 1994, etc.
Czech name
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Czech description
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Project
Result was created during the realization of more than one project. More information in the Projects tab.
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2013
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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