Wiedza ekspercka (ang. expertise ) w nauczaniu
Expertise in teaching

Summary/Abstract: The aim of this paper is to examine the characteristics of expert teachers and how these characteristics differ from the characteristics of novice teachers. The presented analysis is based on the research dealing with the cognitive processes which are behind the activities of expert teachers and novice teachers, as well as the differences in the self- evaluation. It stands to reason that it is important to highlight the characteristics of the experienced teachers, which constitute their professional expertise, in order to better prepare novice teachers for their job. The analysis in question was based on the preactive, interactive and postactive phases where the preactive phase refers to planning the lesson, the interactive phase refers to the lesson itself and the postactive phase refers to teacher’s reflections on their own teaching. In conclusion, the importance of reflection in the process of teacher development is emphasised. A critical analysis of one’s teaching practices is a key element in becoming an expert

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