Describing the Behavior and Documenting the Accomplishments of Expert Teachers

By David C. Berliner. 2004

591 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/41583da51da974bc9465c94a44db0c91d4969d0d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Is teacher knowledge associated with performance? On the relationship between teachers’ general pedagogical knowledge and instructional quality (2016, methodology): “This supports the relevance of teacher expertise research which has emphasised the significance of teacher knowledge for teaching (Berliner 2004; Bromme 2001).”
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “This is true from the perspective of the teacher, who has to monitor, manage, evaluate, and educate all pupils in a personalized way and at the same time (Berliner 2001, 2004; Livingston and Borko 1989).”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “Other explanatory approaches rely on broad novice-expert comparisons (Berliner, 2004) or characterizations of beginning teachers’ emerging identities (Flores, 2006; Gomez, Black, & Allen, 2007; Richmond, Juzwik, & Steele, 2011).”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “This classical model has gone through a number of changes (with different numbers of stages), and other stage models exist (e.g., Berliner, 2004; Huberman, 1993; for overviews, see Richardson & Placier, 2001; van Tartwijk, Zwart, & Wubbels, 2017).”
Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “Evidence from the transcripts therefore suggests that teachers were more likely than TAs to show aspects of effective teaching (Berliner, 2004; Sylva et al., 1999; Topping & Ferguson, 2005), for example, talk requiring pupils to reason and engage in higher level thinking, providing pupils with…”
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan (2011, background): “Furthermore, it was widely accepted to regard instruction as the core activity of teachers (Baumert & Kunter, 2006; Berliner, 2001, 2004; Blömeke et al., 2008; Bromme, 1997).”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, background): “Furthermore, instruction is focused on as the core activity of teachers (Baumert & Kunter, 2006; Berliner, 2001, 2004; Blömeke et al., 2008; Bromme, 1997) serving as an heuristic to select topics and cognitive demands of general pedagogical knowledge.”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “Such learning opportunities support preservice teachers in progressing from the stage of teacher “novices” to “advanced beginners” (Berliner, 2001, 2004).”
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “While years of experience alone does not necessarily equate to being an expert teacher, research shows that competency generally develops within the first few years of teaching, and that five to seven years of experience is a reasonable estimate of the time it takes to develop a high level skill and”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “…of the complex nature of teacher expertise, and methods for measuring and describing relative differences between experts and novices have proved useful in this regard (Berliner 2004; Bromme 2001; Livingston and Borko 1989; Schempp et al. 1998; Spalding et al. 2011; Tsui 2003; Voss et al. 1986).”