M. Osullivan et P. Doutis, RESEARCH ON EXPERTISE - GUIDEPOSTS FOR EXPERTISE AND TEACHER-EDUCATION IN PHYSICAL-EDUCATION, Quest, 46(2), 1994, pp. 176-185
The purpose of this paper is to present guideposts for thinking about
teaching and teacher education in light of the recent research on expe
rtise in teaching in general and physical education in particular. The
concept of expertise is critiqued, and the substitution of the term v
irtuoso is discussed as a more appropriate term to describe those who
engage expertly with students in the teaching-learning process. Teache
rs who are virtuosos are described as not only having sophisticated co
ntent knowledge and pedagogical content knowledge structures but also
demonstrating a commitment to the social, political, and moral agendas
of teaching physical education. Implications of this redefinition are
presented for what it might mean to teach expertly and to prepare pro
spective teachers to do so. A critique of the efforts and limitations
of current directions, methods, and findings of the expertise literatu
re is presented. Implications for teacher education in terms of resear
ch and teaching are discussed.