Research on Theories of Expert Teaching

Atul Gawande (2007) says, "What do you need to do to make the failure very simple and easy?" This problem can be used in many areas, in particular. That is the field of education. The significance of being an educational expert had some urgency in reforming public education (Sternberg and Hovarth, 1995). The educational theory of experts varies across education circles (Shulman, 1987; Sternberg and Hovath, 1995).

The idea of ​​educational machines has a history. Expert systems are technologies in the 70s and 80s that are widely known. They are based on the knowledge of human experts to design computer systems for performing tasks. Experts teach computers to complete tasks (such as disease diagnosis). Experts do this by describing their knowledge as a set of rules and converting them to a mechanically understandable form (logic, etc.). It's like a lecture to come up with rules on how certain things like programming languages ​​work, convert them to a form that students understand (such as PowerPoint), and tell students that they can now be used .

Yes, they are experts. Experienced teachers and skilled teachers are different. Teaching is a dynamic process. The teacher raises food to all the students so that students can understand the concept. Studying at school for years may not be able to help ensure quality education, but from a cognitive point of view, education is a sensitive process. If the teacher has a major impact on the student's overall performance, emphasis should be placed on selecting professional teachers, not experienced teachers, to ensure and influence the level of learning. Such a teacher can make a difference. Excellent teaching has the strongest influence on achievement. In this article we will explain the five main aspects that are further divided into 16 attributes to identify professional teachers for skilled teachers. According to Hattie, these are not listed, but they show an ideal outline.