A Prototype View of Expert Teaching

Abstract

We call for a reconceptualization of teaching expertise, one grounded in a psychological understanding of how (a) experts differ from nonexperts, and (b) people think about expertise as they encounter it in real-world settings. To this end, we propose that teaching expertise be viewed as a category that is structured by the similarity of expert teachers to one another rather than by a set of necessary and sufficient features. A convenient way of thinking about such categories is in terms of a central exemplar or prototype ( Rosch, 1978 ), and we believe that a prototype view can contribute in important ways to a dialogue on expert teaching. Most importantly, a prototype view provides a way of thinking about expertise that incorporates standards (such that not every experienced practitioner is an expert) but also allows for variability in the profiles of individual experts. In this article, we outline a rudimentary model of prototype-based categorization and identify possible features, drawn from psychological research, on which the family resemblance among expert teachers may be founded. We discuss several implications of the prototype view for understanding and fostering expertise among teachers.