ABSTRACT
The analysis of expertise stands as a major achievement within the behavioural sciences. What emerged around the time of World War II was the realisation that when humans become highly skilled, after years of constant development and learning, then a coherent set of behavioural characteristics is developed. Although each expert is a unique person, with an individual history and a bespoke profile of capabilities, it emerged that all experts, across scores of different fields, possessed traits in common. These traits were detailed in Chapters 10 and 11. We have lost count of the many different areas of expertise that have been studied. The literature is vast and held across multiple disciplines and databases, and estimates are that about 90 to 100 different areas have been studied. Classroom teaching is one of these well-studied domains.
