ABSTRACT
David Berliner offers a rather different perspective on what makes a teacher from that provided by Fullan and Hargreaves in the last chapter. He focuses on the ‘expertise’ which a teacher develops over a professional career. The chapter suggests that teaching for the ‘novice’ is very different from teaching for the ‘expert’. In what ways would this analysis suggest that beginning teachers and their mentors might have difficulties in reaching understandings about what is happening in classrooms? How might this analysis help a beginning teacher to understand the mentor’s perspective, and to develop her or his own?
