Berliner's stages of pedagogical expertise development as a grouping framework for teacher expertise research¶

Theory · All theories
Evidence · no claims cited

Description¶

The article applies Berliner's (1988) proposed model of pedagogical expertise development as a cross-sectional framework for grouping teachers by expertise stage. As printed, "The three groups included Novice/Advanced Beginner teachers (1-2years of experience), Competent teachers (3-4 years), and Proficient/Expertteachers (5-8 years)." The study used this framework to test whether differing expertise levels would be reflected in selected indicators of effective teaching, and found they were not behaviorally distinct on those indicators.

Design Implications¶

Context¶

Requirements¶

• Teachers must be classifiable into expertise stages using years of experience plus related indicators such as awards, mentoring roles, and professional service, as the article's proficient/expert criteria illustrate

Constraints¶

• The article calls it a tentative model of pedagogical expertise development and notes little is known about how expertise takes shape longitudinally or cross-sectionally in physical education

Target Learners¶

• elementary physical education teachers at varying career stages

Target Learning Objectives¶

• development of pedagogical expertise and effective teaching performance

Claims¶

Related Theories¶

• Five-stage developmental theory of pedagogical expertise: novice, advanced beginner, competent, proficient, expert

Examples¶

• Use finer-grained behavioral indicators such as transition rate, pacing, momentum, and accountability to study teaching expertise

Key Sources¶

• van der Mars, H., Vogler, E. W., Darst, P. W., & Cusimano, B. (1991). Novice and Expert Physical Education Teachers: They May Think and Decide Differently...But Do They Behave Differently? https://eric.ed.gov/?id=ED336354