Early development of expertise: The role of students' practical training
The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of...
| Main Author: | |
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| Format: | Article |
| Language: | English |
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University of Belgrade, Faculty of Philosophy, Institute of Psychology
2015-01-01
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| Series: | Psihološka Istraživanja |
| Subjects: | |
| Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2015/0352-73791501063K.pdf |
| _version_ | 1828519169560150016 |
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| author | Krnjaić Zora |
| author_facet | Krnjaić Zora |
| author_sort | Krnjaić Zora |
| collection | DOAJ |
| description | The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organising practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied. |
| first_indexed | 2024-12-11T19:07:21Z |
| format | Article |
| id | doaj.art-fcd7a640921e449a8dc3206300d01e29 |
| institution | Directory Open Access Journal |
| issn | 0352-7379 2560-306X |
| language | English |
| last_indexed | 2024-12-11T19:07:21Z |
| publishDate | 2015-01-01 |
| publisher | University of Belgrade, Faculty of Philosophy, Institute of Psychology |
| record_format | Article |
| series | Psihološka Istraživanja |
| spelling | doaj.art-fcd7a640921e449a8dc3206300d01e292022-12-22T00:53:52ZengUniversity of Belgrade, Faculty of Philosophy, Institute of PsychologyPsihološka Istraživanja0352-73792560-306X2015-01-01181637510.5937/PsIstra1501063K0352-73791501063KEarly development of expertise: The role of students' practical trainingKrnjaić Zora0University of Belgrade, Faculty of Philosophy - Institute of Psychology, Belgrade, SerbiaThe paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organising practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied.http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2015/0352-73791501063K.pdfexpertiseexpert knowledgeacademic knowledgestudentspractical training |
| spellingShingle | Krnjaić Zora Early development of expertise: The role of students' practical training Psihološka Istraživanja expertise expert knowledge academic knowledge students practical training |
| title | Early development of expertise: The role of students' practical training |
| title_full | Early development of expertise: The role of students' practical training |
| title_fullStr | Early development of expertise: The role of students' practical training |
| title_full_unstemmed | Early development of expertise: The role of students' practical training |
| title_short | Early development of expertise: The role of students' practical training |
| title_sort | early development of expertise the role of students practical training |
| topic | expertise expert knowledge academic knowledge students practical training |
| url | http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2015/0352-73791501063K.pdf |
| work_keys_str_mv | AT krnjaiczora earlydevelopmentofexpertisetheroleofstudentspracticaltraining |