SpringerLink
Log in

What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities

  • Published:
Instructional Science Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

References

  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. doi:10.3102/0002831209345157.

    Article  Google Scholar 

  • Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. doi: http://www.jstor.org/stable/1175505

  • Berliner, D. C. (1987). Ways of thinking about students and classroom by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teacher thinking (pp. 60–83). London: Cassell.

    Google Scholar 

  • Berliner, D. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. doi:10.1016/S0883-0355(02)00004-6.

    Article  Google Scholar 

  • Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498. doi:10.3102/00028312026004473.

    Article  Google Scholar 

  • Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.

    Google Scholar 

  • Boshuizen, H. P., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153–184. doi:10.1207/s15516709cog1602_1.

    Article  Google Scholar 

  • Bromme, R. (2001). Teacher expertise. In N. J. Smelser, P. B. Baltes, & F. E. Weinert (Eds.), International encyclopedia of the behavioral sciences: education (pp. 15459–15465). London: Pergamon.

    Chapter  Google Scholar 

  • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121–152. doi:10.1207/s15516709cog0502_2.

    Article  Google Scholar 

  • Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. (2001). Learning from human tutoring. Cognitive Science, 25, 471–533. doi:10.1207/s15516709cog2504_1.

    Article  Google Scholar 

  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

    Article  Google Scholar 

  • Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” teacher education learning from the past. Journal of Teacher Education, 65(4), 357–368. doi:10.1177/0022487114533800.

    Article  Google Scholar 

  • Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520–1529. doi:10.1016/j.tate.2010.06.001.

    Article  Google Scholar 

  • Goodwin, C. (1994). Professional vision. American anthropologist, 96(3), 606–633. doi: http://www.jstor.org/stable/682303

  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. doi:10.3102/00028312042002371.

    Article  Google Scholar 

  • Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. Oxford: OUP.

    Google Scholar 

  • Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. doi:10.1016/j.tate.2009.05.001.

    Article  Google Scholar 

  • Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716. doi:10.1037/0022-0663.100.3.716.

    Article  Google Scholar 

  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. doi:10.1037/a0032583.

    Article  Google Scholar 

  • Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52–75. http://www.jstor.org/stable/749098

  • Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75. doi:10.1037/0022-0663.78.2.75.

    Article  Google Scholar 

  • Pauli, C., & Reusser, K. (2003). Unterrichtsskripts im schweizerischen und im deutschen Mathematikunterricht. Unterrichtswissenschaft, 31(3), 238–272.

    Google Scholar 

  • Putnam, R. T. (1987). Structuring and adjusting content for students: A study of live and simulated tutoring of addition. American Educational Research Journal, 24(1), 13–48. doi:10.3102/00028312024001013.

    Article  Google Scholar 

  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi:10.3102/0013189X029001004.

    Article  Google Scholar 

  • Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. doi:10.1002/tea.20163.

    Article  Google Scholar 

  • Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771. doi:10.3102/0002831214531321.

    Article  Google Scholar 

  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.

    Article  Google Scholar 

  • Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–595.

    Google Scholar 

  • Verloop, N., Van Driel, J., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441–461. doi:10.1016/S0883-0355(02)00003-4.

    Article  Google Scholar 

  • Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103, 952–969. doi:10.1037/a0025125.

    Article  Google Scholar 

  • Wang, M. C., Hartel, G. D., & Wahlberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294. doi:10.3102/00346543063003249.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Science, University of Freiburg, Rempartstr. 11, 79098, Freiburg, Germany

    Andreas Lachner & Matthias Nückles

  2. Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, The Netherlands

    Halszka Jarodzka

  3. The Eye-Tracking Group, The Humanities Laboratory, Lund University, Lund, Sweden

    Halszka Jarodzka

Authors
  1. Andreas Lachner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Halszka Jarodzka
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Matthias Nückles
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Andreas Lachner.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lachner, A., Jarodzka, H. & Nückles, M. What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities. Instr Sci 44, 197–203 (2016). https://doi.org/10.1007/s11251-016-9376-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-016-9376-y

Keywords

Search

Navigation