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Expertise in Teaching: Perspectives and Issues

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Expertise in Second Language Learning and Teaching

Abstract

Studies of expertise in teaching, similar to the studies of expertise in other domains, have been motivated by an intrinsic interest in gaining a better understanding of the special forms of knowledge held by teachers and the cognitive processes in which they were engaged when making pedagogical decisions. They have also been motivated by the need to establish the professional status of teachers by demonstrating to the general public, who tend to undervalue the work of teachers, that like experts in other professions who are held with high regard, such as surgeons, physicists, and computer scientists, experts in the teaching profession possess skills and knowledge which are no less complex and sophisticated (Berliner, 1992).

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Authors
  1. Amy B. M. Tsui
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Editors and Affiliations

  1. Department of Linguistics and English Language, University of Lancaster, UK

    Keith Johnson (Professor of Linguistics and Language Education) (Professor of Linguistics and Language Education)

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© 2005 Amy B. M. Tsui

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Tsui, A.B.M. (2005). Expertise in Teaching: Perspectives and Issues. In: Johnson, K. (eds) Expertise in Second Language Learning and Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9780230523470_9

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