The Development of Expertise in Pedagogy.

By David C. Berliner. 1988

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Citations in the corpus

From amateurs to connoisseurs: modeling the evolution of user expertise through online reviews (2013, background): “Expertise has been studied in domains other than recommender systems, for example in the literature on education and psychology [5, 34].”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “As teachers develop, they gain a richer, more refined and deeper understanding of their work (Berliner 1988). Yet, such developing underlying cognitions might not be reflected in different numerical scores placed on a teacher efficacy scale. To the novice and the expert, the item might mean very dif”
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education (2001, background): “…of teaching expertise, the development of classroom management understanding and skill is likely to be a staged process, acquired over many years (Berliner, 1988), and be characterized by discontinuities, especially as the teacher encounters new teaching contexts (Bullough & Baughman, 1995;…”
Toward a Prototype of Expertise in Teaching (2004, background): “Most studies of expertise in teaching (as well as other domains) have compared the behaviors and performances of novices to those of experts (Berliner, 1988; Carter, Sabers, Cushing, Pinnegar, & Berliner, 1987; Chi, Glaser, & Farr, 1988; Cushing, Sabers, & Berliner, 1992; Glaser, 1984; Gonzalez &…”
Keeping an Eye on Learning (2015, background): “In terms of monitoring and attending to attributes of students, a study by Carter, Cushing, Sabers, Stein, and Berliner (1988) investigating the visual processing of teachers showed that experts tended to focus more on student work arrangements and often distinguished between typical and atypical…”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “…the dynamic events and human interplay arising in classrooms—and an ability to discern between relevant and irrelevant events, deciding which require attention and which do not (Berliner 1988; Carter et al. 1988; Emmer and Stough 2001; Palmer et al. 2005; Schempp et al. 1998; Shulman 2000).”
An inquiry into the development of critical reflection in secondary student teachers (2000, background): “Others have suggested that critical re#ection is an aim that rests beyond the pale of typical preservice teachers' development, and is best thought of as a trait that is acquired by teachers who have several years of classroom experience (Berliner, 1988; Kagan, 1992).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “As a result, experts allocate a greater proportion of their attention to germane cognitive load than to extraneous load (Berliner, 1986, 1988; Sternberg & Horvath, 1995).”
The Ethic of Care in Teaching: An Overview of Supportive Literature (2005, background): “Borich (1999) argues that these seven components compose a framework for understanding development of teacher self.”