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The practices of expert teachers
Issue Date: 
Teaching and Learning, 23(1), 99-106
Everyone who steps in front of a group of students wants to teach well. Teachers
spend countless hours in preparation for teaching. Many continue their education
far beyond their initial training by attending workshops, reading relevant books
and articles, and pursuing advanced degrees. It is interesting to note, however, that it appears to be the better teachers, those with more experience and expertise, who more avidly pursue knowledge to teach better. In a recent study, it was found that experienced teachers believed they had a great deal to learn about teaching, while novice teachers believed they knew everything they needed to know about teaching (Schempp, Tan, Manross, & Fincher, 1998). The better teachers are eager to learn. It is perhaps one reason they are better teachers.
Over the course of the last several years, research conducted at the Sport Instruction Research Laboratory at the University of Georgia (USA) has focused on understanding the characteristics and qualities of expert teachers in a variety of subject areas. While all of the subjects studied were sport or physical activity related, the findings hold implications for all teachers looking to improve their practices.
Appears in Collections:Journal Articles - Teaching and Learning

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