Transitions and the development of expertise: Update 2021

Abstract

Recent research relating to the development of expertise has tended to focus on very high level expertise or the many factors which are important in its development. In formal educational contexts the model of domain learning is particularly relevant for understanding learning. Conceptual change research has evolved from a focus on misconceptions to exploring issues related to professional development. Research on epistemological beliefs, metacognition, self-regulation, and beliefs about the nature of intelligence has clarified several issues. Change between learning environments continues to be challenging for some learners with the groups at risk of not fulfilling their potential remaining relatively stable. A key issue for those engaged in educational psychology is how to influence policy which can negatively impact on expertise development, particularly in relation to structured ability grouping, the curriculum and assessment procedures the latter ensuring that a large proportion of children are doomed to failure.