Qualitative features of teacher-student interaction during classroom teaching and learning while modern technological thinking and problem-solving skills were mediated were studied for 22 seventh-grade boys in Finland. Reciprocal understanding between teacher and student were necessary in order for the teacher's special instructional assistance to…

This theme issue brings together studies of professional knowledge and its transformation and use. Becoming a professional is a process of fusing theory and experience. Assumptions about learning in general do not necessarily apply to the professional training of teachers, and their applicability should be questioned. (SLD)

The development of medical knowledge was studied in 2 experiments involving 185 medical students at various stages and experienced physicians. The focus was on knowledge restructuring rather than acquisition. Experiments showed the importance of practical experience in knowledge restructuring, although the process was not as continuous as…

A training study involving 146 elementary school teachers found that training that corresponded with teachers' beliefs was more likely to enhance learning. However, providing the trainer with diagnostic information was not an effective strategy for achieving greater congruence between teachers' beliefs and instruction. (SLD)

Two features of a new horizontal conceptualization of expertise are explored. Polycontextuality refers to the multiple ongoing tasks apparent in expert work, and boundary crossing is considered as a cognitive process that characterizes much expertise. Three case studies, one in a Finnish elementary school, illustrate these concepts. (SLD)

The structure of architects' psychological knowledge of the effects of their decisions on building occupants was studied. Remarkably few differences were found in judgments of 57 experienced and 57 novice architects about the quality of a floor plan. The special nature of architecture may provide a possible explanation. (SLD)

A series of experiments involving more than 40 mechanical engineers and engineering students with different levels of expertise examined strategies, competence, and style of the designers in problem-solving behavior. A model is proposed that explains differences in designing as an interaction of domain-specific and heuristic competence. (SLD)

The literature on novice-expert shifts in teacher knowledge is examined from the perspective of constructivist learning theory with a view to identifying lessons for teacher educators. Limitations in teacher knowledge are explored, and three requirements are outlined for a research agenda on teacher's learning. (SLD)