Analyzing the implications of Dreyfus’s Phenomenological Model of Skill acquisition on Teaching

The Dreyfus skill acquisition model is a phenomenological explanation of skill development over time. This model has five stages: novice, advanced beginner, competent, proficient, and expertise. The more one increases one's skill, the more one distances oneself from the rules and propositional knowledge and finds a kind of skillful conflict with one's skill. Teaching is one of the most popular professions in Dreyfus literature. This research is qualitative and its method is descriptive-analytical. The main issue of the research is to investigate the implications of the Dreyfus skills acquisition model in the teaching profession. For this purpose, it is necessary to first examine the components of Dreyfus's phenomenological approach to skill acquisition, the most important of which are the relationship between propositional knowledge and skill, the role of following rules in skill development, and the position of position and intuition. Then, according to these principles, the implications of the model of acquiring Dreyfus skills in the teaching profession from the novice teacher to reaching the highest level, i.e. the expert teacher, will be presented. The research finding is that to expertise in teaching practice, the teacher must change her attitude from abstract situations of theoretical ideas to active action in the real space of the classroom. As a result, the expert teacher will be able to rely on her own experiences in real-life classroom situations and be able to plan as she grows in the skill development phase instead of abstract principles.