Educational Expertise
Educational Expertise
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教育专长
DOI：
10.1177/0143034390113002
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发表时间：
1990
影响因子：
2.3
通讯作者：
A. Helmke
中科院分区：
文献类型：
--
作者：
F. Weinert;F. Schrader;A. Helmke
目前，教育研究的特点是许多薄弱和不一致的结果似乎是没有什么意义的学校心理学家。如果将初级预防视为学校心理学的一个主要目标，这就特别成问题。在我们看来，缩小教育研究与课堂实践之间的差距的重要一步可以通过整合两种理论立场来实现：大师或专家教师方法和一般教学模式的概念，即通过协调基于变量之间函数关系的分析策略与更全面的教师行为方法。整合的两种方法到教学专业知识的概念证明了两个因果模型的分析，其中不同的知识成分来自研究的专家-新手范式与传统上使用的变量教学研究。
Currently, educational research which is characterized by many weak and inconsistent results seems to be of little relevance for school psychologists. This is especially problematic if primary prevention is considered as a major goal of school psychology. In our opinion, an important step towards closing the gap between educational research and classroom practice could be made by integrating two theoretical positions: a master or expert teacher approach and the concept of a general teaching model, i.e. by reconciling an analytical strategy based on functional relationships between variables with a more holistic approach to teacher behavior. The integration of the two approaches into the concept of teaching expertise is demonstrated by the analysis of two causal models in which different knowledge components derived from research on the expert-novice paradigm are linked to the variables traditionally used in research on teaching.