Challenges for defining and using expertise in education

Document Type


Journal/Book Title/Conference

Annual meeting of the American Educational Research Association

Publication Date



The past several decades have yielded a burgeoning body of work on the subject of expertise. Such work has predominantly emphasized two general issues in high level performance: the identification of cognitive processes generalizable to all expert performances and the factors contributing to the acquisition of expert-level skill. This paper examines the development and current state of expertise research and outlines several challenges to the cogency of its theoretical construct and future directions for research with regard to education.

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