Designing Education for Professional Expertise Development

Autor/inn/en	Elvira, Quincy; Imants, Jeroen; Dankbaar, Ben; Segers, Mien
Titel	Designing Education for Professional Expertise Development
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2015.1119729
Schlagwörter	Expertise; Literature Reviews; Instruction; Instructional Design; Educational Practices; Educational Principles; Learning Theories; Experiential Learning; Praxis; Theory Practice Relationship; Learning Processes; Teaching Methods; Student Development + Suchen Sie Ihr Suchwort? Expert appraisal; Teaching process; Unterrichtsprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis; Bildungsprinzip; Learning theory; Lerntheorie; Experiental learning; Erfahrungsorientiertes Lernen; Theorie-Praxis-Beziehung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for instruction are scattered throughout the literature. This article reports the results of a systematic literature review of 37 studies on expertise development. Using Tynjälä's Integrative Pedagogy Model as an organising framework, the implications for educational practice described in these studies are presented as 10 instructional principles. This study takes a step towards translating expertise development research into guidelines for instruction. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01