Abstract
Language: English:
Provides an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning. The underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up one's ...
Abstract
Language: English:
Provides an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning. The underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up one's expertise.
Contents:
(A) Introduction. (1)H. P. A. Boshuizen, R. Bromme, and H. Gruber: Introduction: On the long way from novice to expert and how traveling changes the traveler. (B) Initial Education: Acquiring knowledge to become an expert. (2) J. Strasser and H. Gruber: The role of experience in professional training and development of psychological counselors. (3) R. Bromme et al.: The case of plant identification in biology: When is a rose a rose? (4) R. Stark et al.: Overcoming problems of knowledge application and transfer.
(C) Gaps and transitions: Accumulating experience to become a professional. (5) H. P. A. Boshuizen: Does practice make perfect? (6) J. A. R. Arts, W. H. Gijselaers, and M. S. R. Segers: Fostering managerial problem solving. (7) K. J. A. H. Prince and H. P. A. Boshuizen: From theory to practice in medical education. (8) H. H. Tillema: Embedding and Immersion as key strategies in learning to teach. (D) Workplace and organization: Enculturation to become an expert professional. (9) E. Ropo: Teaching expertise. (10) M. W. J. Van De Wiel, K. H. P. Szegedi, and M. C. D. P. Weggeman: Professional learning: Deliberate attempts at developing expertise. (11) P. R.-J. Simons and M. C. P. Ruijters: Learning professionals: Towards an integrated model. (12) A. Etelaepelto and K. Collin: From individual cognition to communities of practice. (13) C. Harteis and H. Gruber: Competence-supporting working conditions. (14) T. Palonen et al.: Network ties, cognitive centrality, and team interaction within a telecommunication company. (L.F.T. - ZPID)
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