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Psychology Teaching Review, v16 n2 p3-32 2010

This paper explores the relationships between the development of expertise and transitions. It sets out what we know about the development of expertise, changes in the brain as expertise develops, and how transitions between different learning contexts and the challenges that they present may impact on developing expertise. It sets out a series of propositions concerning the way that transitions may impact on expertise, the evidence supporting the propositions, and the educational implications.

Descriptors: Expertise, Learning Processes, Brain, Context Effect, Educational Environment, Neurology, Physiology, Skill Development, Cognitive Processes, Knowledge Level, Concept Formation, Self Concept, Self Control, Metacognition, Self Efficacy, Motivation, Goal Orientation, Psychology, Emotional Response, Curriculum, Teaching Methods, At Risk Students

British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail[at]bps.org.uk; Web site: http://www.bps.org.uk/ptr





Autor: Hallam, Susan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3630&id=EJ920088



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