This is the first handbook where the world’s foremost “experts on expertise” review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts’ knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge of the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise, such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

The Cambridge Handbook of Expertise and Expert Performance

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1809650

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

Education and Physical Growth Implications of the Study of Children's Growth for Educational Theory and Practice. By Dr. J. M. Tanner. Pp. 144. (London: University of London Press, Ltd., 1961.) 12S. 6d. net.

/pdf/development-and-learning-1omn52k7iz.pdf

Development and Learning

The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.

https://files.eric.ed.gov/fulltext/EJ1285336.pdf

Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review

In this article, we analyse pre-service language teachers’ written plans for demonstration lessons in Germany. Our objective is to reconstruct and quantify generic and subject-specific planning dec...

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2019.1679115

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education

Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standar...

https://www.tandfonline.com/doi/pdf/10.1080/00220272.2020.1752804

General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers

The present study examines future teachers’ motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor tha...

Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter?

The research project PlanvoLL-D carried out from 2016 to 2019 aimed at providing new insights into the modelling and measurement of teacher planning competence by analyzing pre-service teachers’ written plans of demonstration lessons in a standardized way. In this chapter, we outline the theoretical framework of the PlanvoLL-D project and its study design. We provide insights into the conceptualization and measurement of per-service language teacher planning competence and give a summary of the project’s major findings. Finally, we discuss implications for teacher education and give an outlook for further research.

Nina Glutsch

Papers

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education

General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers

Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter?

Planning Competence of Pre-Service German Language Teachers