Scaffolding by novice and expert teachers: The difference

LORNA SHIRES, DOCTORAL STUDENT AND PRINCIPAL LECTURER, OXFORD BROOKES UNIVERSITY, UK Research into expert teachers Most research about expert teachers considers expertise based on two sets of evidence: the move from novice to expert, based upon the differences between how novices and experts are assumed to think (Dreyfus and Dreyfus, 1986); and how expert performance of a skill is acquired as a result of 10,000 hours of deliberate practice (Ericsson and Pool, 2016). I believe that both these most frequently used explanations of expertise have limitations. The novice-to-expert research is rooted in an assumption made by a non-expert about how experts think. The work on deliberate practice focuses on teaching as a performance rather than a practice. Expert teachers have been defined by a mixture of factors: outcomes, reputation, qualifications and experience (Hattie, 2003) or by applying the findings of the stage levels in the novice-to-expert approach to describe different behaviou