Research on the Development of Expertise in Classroom Teaching During Initial Training and the First Year of Teaching
- 1 January 1993
- journal article
- research article
- Published by Informa UK Limited in Educational Review
- Vol. 45 (1), 79-87
- https://doi.org/10.1080/0013191930450107
Abstract
Research on the development of expertise in classroom teaching during initial training and in the first year of teaching has markedly expanded. This paper focuses on some particularly noteworthy studies reported in recent years. We now know a great deal about the type and nature of the expertise that develops, the factors which influence these, and the problems involved. However, there are many important questions which still need to be addressed. Given the political interest in improving the quality of teaching and teacher training in many countries, research tackling these questions is acutely needed.Keywords
This publication has 23 references indexed in Scilit:
- Microteaching skill generalization and transfer: Training preservice teachers in introductory lesson skillsTeaching and Teacher Education, 1991
- Learning to Teach: developing expertise or rite of passage?Journal of Education for Teaching, 1991
- Recent research on beginning teachers: Studies of trained and untrained novicesTeaching and Teacher Education, 1991
- Images of teaching: Student teachers' early conceptions of classroom practiceTeaching and Teacher Education, 1991
- The Reflective Practitioner and the Curriculum of Teacher EducationJournal of Education for Teaching, 1991
- A Qualitative Study of British Student Teachers’ Lesson Planning PerspectivesJournal of Education for Teaching, 1991
- Talking About Instruction: Student Teachers' Reflections on Success and Failure in the ClassroomJournal of Teacher Education, 1990
- Socialization of Student TeachersAmerican Educational Research Journal, 1990
- Teacher PreparationJournal of Teacher Education, 1989
- Student Perceptions of Tutor Expectations for School‐based Teaching PracticeEuropean Journal of Teacher Education, 1987