Toward a Prototype of Expertise in Teaching

By Tracy W. Smith, David B. Strahan. 2004

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The relation between content-specific and general teacher knowledge and skills (2016, background): “Some studies revealed that with increasing expertise the interrelation between cognitive facets becomes stronger so that different cognitive facets involved in solving a task could not be separated from each other anymore (Smith & Strahan, 2004).”
Pre-service student-teacher self-efficacy beliefs: An insight Into the making of teachers (2011, unknown): “Traditional views of practical experience are of an apprentice model (Smith & Strahan, 2004), where the naive apprentice is immersed into the work situation, observing, absorbing and ultimately imitating the master.”
Boundary dilemmas in teacher–student relationships: Struggling with “the line” (2009, background): “Additionally, the importance teachers place on developing positive personal relationships with their students has been suggested as one aspect of effectiveness and expertise in teaching (Carr, 2005; Cothran & Ennis, 1997; Davis, 2003; Smith & Strahan, 2004).”