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dc.contributor.authorTurniansky, Bobbie
dc.contributor.authorFriling, Dina
dc.date.accessioned2019-05-20T02:43:22Z
dc.date.accessioned2020-01-09T19:04:38Z-
dc.date.available2019-05-20T02:43:22Z
dc.date.available2020-01-09T19:04:38Z-
dc.date.issued2006-06
dc.identifier.citationTurniansky, B. & Friling, D. (2006). The Expert Novice. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 778-784). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.778
dc.identifier.urihttps://repository.isls.org//handle/1/3590-
dc.description.abstractThe central proposal of this paper is that the novice experience is critical to the learning process of groups as well as individuals. How do "experts" become "novices" and move in directions that require them to put aside their theories of action? How does a group of experts collectively accomplish that? From our experiences as members of the ACE teacher educator team, and the research we have done on the team over the past three years, we propose that not only is the novice state of mind essential for professional development, change, and creativity, it also enables the teacher educator to empathize with students' experiences of being novices. We propose a new way of looking at the term "professional development" which suggests that "novice" is not the opposite of "expert". These two states are not different sides of the same continuum - they can exist simultaneously.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleThe Expert Noviceen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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