Teaching and Learning for Adult Skill Acquisition

Applying the Dreyfus and Dreyfus Model in Different Fields

Edited by:
Elaine M. Silva Mangiante, Salve Regina University
Kathy Peno, University of Rhode Island

A volume in the series: Adult Learning in Professional, Organizational, and Community Settings. Editor(s): Carrie J. Boden, Texas State University.

Published 2021

The book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education. It offers a current volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. Dreyfus and Dreyfus (1980, 1988, 2004, 2008) developed the novice to expert model of skill acquisition that illustrates growth over the course of a person’s career in a particular domain. The skill model highlights a learner’s movement across six levels of skill development: novice, advanced beginner, competent, proficient, expert, and mastery.

This book will present examples of the application of the Dreyfus and Dreyfus model in different fields (i.e., health care, education, law enforcement, business, serious gaming, military, ethics training, etc.) providing insight into how practitioners can develop their skills in their particular domains and how educators can promote this development. This collection will be appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult, higher, and workforce education.

Foreword, Carrie J. Boden. Preface, Elaine Silva Mangiante and Kathy Peno. Acknowledgments. PART I: INTRODUCTION. Revisiting the Six Stages of Skill Acquisition, B. Scot Rousse and Stuart E. Dreyfus. PART II: NOVICE DEVELOPMENT. The Development of a Novice Elementary Teacher: Examining the Role of Undergraduate Research in Teacher Education, Elaine Silva Mangiante and Elizabeth Carpenter. Novice Development of Ambitious Teaching Practices, Jill McNew-Birren and Leigh A. van den Kieboom. PART III: EARLY STAGES DEVELOPMENT FROM NOVICE TO COMPETENT. Skill-Based Training in Government Ethics, August Immel. Using an Adult Skill Acquisition Model to Analyze the Culturally Responsive Practices of Secondary Social Studies Teachers, Tracy Pelkowski. Crime Scene Investigators Perceptions of Their Skill Development Post-Training, Jane Northup. Evolution of a Veteran Elementary Teacher’s Engineering Teaching Skills: A Longitudinal Case Study to Understand the Role of Disciplinary Contexts, Tejaswini Dalvi. Serious Games and Analytics for Skill Acquisition and Assessment, Christian Sebastian Loh. PART IV: DEVELOPMENT ACROSS THE STAGES FROM NOVICE TO EXPERT OR MASTERY. Novice to Mastery: Situated Thinking, Action, and Wisdom, Patricia Benner. The Dreyfus Model as a Cornerstone of an Emergentist Approach to Translator Expertise Development, Gary Massey and Don Kiraly. A Customized Model for Accelerating Military Instructor Skills Based on the Dreyfus and Dreyfus Stage Model, Jennifer K. Phillips, Karol G. Ross, and Allison K. Hancock. Changing Perceptions and Practices in the Development of Expert Accountants, Brid Murphy. The Journey From Novice to Mastery: The Purposeful Ongoing Mentoring Model (Revised), Kathy Peno and Elaine M. Silva Mangiante. About the Contributors.