Early development of expertise: The role of students' practical training

• Main Author: Krnjaić Zora
• Format: Article
• Language: English
• Published: University of Belgrade, Faculty of Philosophy, Institute of Psychology 2015-01-01
• Series: Psihološka Istraživanja
• Subjects: expertise; expert knowledge; academic knowledge; students; practical training
• Online Access: http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2015/0352-73791501063K.pdf
• ISSN: 0352-7379; 2560-306X

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.