Horizontal Transition of Expertise

Main Article Content

Andreas Gegenfurtner
Hans Gruber
Erno Lehtinen
Roger Säljö

Abstract

Expert performance in a domain is often defined as maximal adaptation to stable task constraints. This definition is useful when analyzing the vertical transition when novices become experts. However, many workplaces undergo considerable changes and, thus, task constraints change as well. In this paper, a complementary conceptualization of expertise is offered, one that focuses on expert performance as recurring adaptation to dynamic task constraints. This definition is useful when analyzing the horizontal transition when experts adapt to dynamically changing work contexts. Using the documentary method, the aim of the present study was to analyze cases of horizontal transitions based on qualitative biographical interview data from five experts reconstructing different types of adaptation to technological change in their domains that they have experienced. Implications for studying horizontal transitions at dynamic worksites are discussed.

Article Details

How to Cite
Gegenfurtner, A., Gruber, H., Lehtinen, E., & Säljö, R. (2024). Horizontal Transition of Expertise. Frontline Learning Research, 12(3), 20–44. https://doi.org/10.14786/flr.v12i3.543
Section
Articles

References

Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers’ development of adaptive expertise. Teaching and Teacher Education, 49, 108–117. https://doi.org/10.1016/j.tate.2015.03.010

Baumann, Z. (2007). Liquid times: Living in an age of uncertainty. Polity Press.

Beck, T. (2021). The praxeological sociology of knowledge–An introduction to the documentary method and a sketch of an empirical implementation. In P. J. White, R. Tytler, J. P. Ferguson, & J. C. Clark (Eds.), Methodological approaches to STEM education research (Vol. 3, pp. 218–243). Cambridge Scholars Publishing.

Billett, S., Harteis, C., & Gruber, H. (2018). Developing occupational expertise through everyday work activities and interactions. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), Cambridge handbook of expertise and expert performance (2nd ed., pp. 105–126). Cambridge University Press. https://doi.org/10.1017/9781316480748.008

Bohle Carbonell, K., Stalmeijer, R. E., Könings, K. D., Segers, M., & Van Merriënboer, J. J. G. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 14–29. https://doi.org/10.1016/j.edurev.2014.03.001

Bohnsack, R. (2014). Documentary method. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 217–233). Sage. https://doi.org/10.4135/9781446282243

Boshuizen, H. P. A., Gruber, H., & Strasser, J. (2020). Knowledge restructuring through case processing: The key to generalise expertise development theory across domains? Educational Research Review, 29, 100310. https://doi.org/10.1016/j.edurev.2020.100310

Boshuizen, H. P. A., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16(2), 153–184. https://doi.org/10.1016/0364-0213(92)90022-M

Boshuizen, H. P. A., & Van de Wiel, M. W. J. (2014). Expertise development through schooling and work. In A. Littlejohn & A. Margaryan (Eds.), Technology-enhanced professional learning: Processes, practices, and tools (pp. 71–84). Routledge.

Burgoyne, A. P., Nye, C. D., Macnamara, B. N., Charness, N., & Hambrick, D. Z. (2019). The impact of domain-specific experience on chess skill: Reanalysis of a key study. American Journal of Psychology, 132(1), 27–38. https://doi.org/10.5406/amerjpsyc.132.1.0027

Dall’Alba, G. (2018). Reframing expertise and its development: A lifeworld perspective. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), Cambridge handbook of expertise and expert performance (2nd ed., pp. 33–39). Cambridge University Press. https://doi.org/10.1017/9781316480748.003

Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017). Reflections on empirical and methodological accounts of agency at work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 445–461). Springer. https://doi.org/10.1007/978-3-319-60943-0_22

Degen, M., Melhuish, C., & Rose, G. (2017). Producing place atmospheres digitally: Architecture, digital visualisation practices and the experiences economy. Journal of Consumer Culture, 17(1), 3–24. https://doi.org/10.1177/1469540515572238

De Groot, A. D. (1965). Thought and choice in chess. Mouton.

Engeström, Y. (2018). Expertise in transition: Expansive learning in medical work. Cambridge University Press.

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1997). The emerging horizontal dimension of practical intelligence: Polycontextuality and boundary crossing in complex work activities. In R. J. Sternberg & E. L. Grigorenko (Eds.), Intelligence, heredity, and environment (pp. 440–462). Cambridge University Press.

Ericsson, K. A. (2018). Capturing expert thought with protocol analysis: Concurrent verbalizations of thinking during experts’ performance on representative tasks. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), Cambridge handbook of expertise and expert performance (2nd ed., pp. 192–212). Cambridge University Press. https://doi.org/10.1017/9781316480748.012

Feltovich, P. J., Prietula, M. J., & Ericsson, K. A. (2018). Studies of expertise from psychological perspectives: Historical foundations and recurrent themes. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), Cambridge handbook of expertise and expert performance (2nd ed., pp. 59–83). Cambridge University Press. https://doi.org/10.1017/9781316480748.006

Frie, L. S., Potting, K. C. J. M., Sjoer, E., Van der Heijden, B. I. J. M., & Korzilius, H. P. L. M. (2019). How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal. Human Resource Development Quarterly, 30(1), 61–79. https://doi.org/10.1002/hrdq.21335

Gabel, S., Keskin, Ö., & Gegenfurtner, A. (in press). Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations. Zeitschrift für Erziehungswissenschaft.

Garfinkel, H. (1967). Studies in ethnomethodology. Prentice Hall.

Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., Stürmer, K., & Säljö, R. (2023). Towards a cognitive theory of visual expertise: Methods of inquiry. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorising learning and research methods in learning research (pp. 146–163). Routledge. https://doi.org/10.4324/9781003205838-10

Gegenfurtner, A., Lehtinen, E., Helle, L., Nivala, M., Svedström, E., & Säljö, R. (2019). Learning to see like an expert: On the practices of professional vision and visual expertise. International Journal of Educational Research, 98, 280–291. https://doi.org/10.1016/j.ijer.2019.09.003

Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Säljö, R. (2017). Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212–225. https://doi.org/10.1016/j.compedu.2017.06.001

Gegenfurtner, A., Nivala, M., Säljö, R., & Lehtinen, E. (2009). Capturing individual and institutional change: Exploring horizontal versus vertical transitions in technology-rich environments. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the synergy of multiple disciplines. Lecture Notes in Computer Science (pp. 676–681). Springer. https://doi.org/10.1007/978-3-642-04636-0_67

Gekara, V. O., & Thanh Nguyen, V.-X. (2018). New technologies and the transformation of work and skills: A study of computerisation and automation of Australian container terminals. New Technology, Work and Employment, 33(3), 219–233. https://doi.org/10.1111/ntwe.12118

Gobet, F. (2018). The future of expertise: The need for a multidisciplinary approach. Journal of Expertise, 1(2), 107–113.

Goller, M., & Paloniemi, S. (Eds.). (2017). Agency at work: An agentic perspective on professional learning and development. Springer. https://doi.org/10.1007/978-3-319-60943-0

Gruber, H., & Harteis, C. (2018). Individual and social influences on professional learning. Supporting the acquisition and maintenance of expertise. Springer. https://doi.org/10.1007/978-3-319-97041-7

Gruber, H., Jansen, P., Marienhagen, J., & Altenmüller, E. (2010). Adaptations during the acquisition of expertise. Talent Development & Excellence, 2(1), 3–15.

Harteis, C., & Goller, M. (2014). New skills for new jobs: Work agency as a necessary condition for successful lifelong learning. In T. Halttunen, M. Koivisto, & S. Billett (Eds.), Promoting, assessing, recognizing and certifying lifelong learning: International perspectives and practices (pp. 37–56). Springer. https://doi.org/10.1007/978-94-017-8694-2_3

Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Asuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). Freeman.

Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 26–29. https://doi.org/10.3102/0013189X032008026

Hoffman, R. R., LaDue, D. S., Mogil, M., Roebber, P. J., & Trafton, J. G. (2017). Minding the weather: How expert forecasters think. MIT Press.

Horlenko, L., Kaminskienė, L., & Lehtinen, E. (2024). Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom. Frontline Learning Research, 12(2), 51–69. https://doi.org/10.14786/flr.v12i2.1417

Hutchins, E. (1995). Cognition in the wild. MIT Press.

Ivarsson, J., Rystedt, H., Asplund, S., Johnsson, Å., & Båth, M. (2016). The application of improved, structured and interactive group learning methods in diagnostic radiology. Radiation Protection Dosimetry, 169(1–4), 416–421. https://doi.org/10.1093/rpd/ncv497

Jaarsma, T. (2015). Expertise development under the microscope: Visual problem solving in clinical pathology. Open University of the Netherlands.

Jossberger, H., Breckwoldt, J., & Gruber, H. (2022). Promoting expertise through simulation (PETS): A conceptual framework. Learning and Instruction, 82, 1016876. https://doi.org/10.1016/j.learninstruc.2022.101686

Keskin, Ö., Seidel, T., Stürmer, K., & Gegenfurtner, A. (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review, 42, 100586. https://doi.org/10.1016/j.edurev.2023.100586

Krupinski, E. A. (2018). Perceptual factors in reading medical images. In E. Samei & E. A. Krupinski (Eds.), Handbook of medical image perception and techniques (2nd ed., pp. 95–106). Cambridge University Press. https://doi.org/10.1017/9781108163781.008

Längler, M., Nivala, M., & Gruber, H. (2018). Peers, parents and teachers: A case study on how popular music guitarists perceive support for expertise development from “persons in the shadows”. Musicae Scientiae, 22(2), 224–243. https://doi.org/10.1177/1029864916684376

Lehtinen, E. (2022). How to deal with the complexity in research on workplace learning. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damşa (Eds.), Methods for researching professional learning and development (pp. 619–627). Springer. https://doi.org/10.1007/978-3-031-08518-5_28

Lehtinen, E., Gegenfurtner, A., Helle, L., & Säljö, R. (2020). Conceptual change in the development of visual expertise. International Journal of Educational Research, 100, 101545. https://doi.org/10.1016/j.ijer.2020.101545

Lehtinen, E., Hakkarainen, K., & Palonen, T. (2014). Understanding learning for the professions: How theories of learning explain coping with rapid change. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional practice-based learning (pp. 199–224). Springer. https://doi.org/10.1007/978-94-017-8902-8_8

Lin, X. D., Schwartz, D. L., & Bransford, J. D. (2007). Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Human Development, 50(1), 65–72. https://doi.org/10.1159/000097686

Männikkö, I., & Husu, J. (2019). Examining teachers’ adaptive expertise through personal practical theories. Teaching and Teacher Education, 77, 126–137. https://doi.org/10.1016/j.tate.2018.09.016

Mustonen, V., & Hakkarainen, K. (2015). Tracing two apprentices’ trajectories toward adaptive professional expertise in fingerprint examination. Vocations and Learning, 8(2), 185–211. https://doi.org/10.1007/s12186-015-9130-7

Mylopoulos, M., & Woods, N. N. (2017). When I say… adaptive expertise. Medical Education, 51(7), 685–686. https://doi.org/10.1111/medu.13247

Nohl, A.-M. (2010). The documentary interpretation of narrative interviews. In R. Bohnsack, N. Pfaff, & W. Weller (Eds.), Qualitative analysis and documentary method in international educational research (pp. 195–217). Budrich.

Nohl, A.-M. (2017). Interview und Dokumentarische Methode [interview and documentary method] (5th ed.). Springer VS. https://doi.org/10.1007/978-3-658-16080-7

Palonen, T., Boshuizen, H. P. A., & Lehtinen, E. (2014). How expertise is created in emerging professional fields. In S. Billett, T. Halttunen, & M. Koivisto (Eds.), Promoting, assessing, recognizing and certifying lifelong learning: International perspectives and practices (pp. 131–150). Springer. https://doi.org/10.1007/978-94-017-8694-2_8

Philipps, A., & Mrowczynski, R. (2021). Getting more out of interviews. Understanding interviewees’ accounts in relation to their frames of orientation. Qualitative Research, 21(1), 59–75. https://doi.org/10.1177/1468794119867548

Pusic, M. V., Santen, S. A., Dekhytar, M., Poncelet, A. N., Roberts, N. K., Wilson-Delfosse, A. L., & Cutrer, W. B. (2018). Learning to balance efficiency and innovation for optimal adaptive expertise. Medical Teacher, 40(8), 820–827. https://doi.org/10.1080/0142159X.2018.1485887

Rikers, R. M. J. P., Schmidt, H. G., Boshuizen, H. P. A., Linssen, G. C. M., Wesseling, G., & Paas, F. G. W. C. (2002). The robustness of medical expertise: Clinical case processing by medical experts and subexperts. American Journal of Psychology, 115(4), 609–629. https://doi.org/10.2307/1423529

Roig-Ester, H., Robalino Guerra, P. E., Quesada Pallarès, C., & Gegenfurtner, A. (2024). Transfer of learning of new nursing professionals: Exploring patterns and the effect of previous working experience. Education Sciences, 14(1), 52. https://doi.org/10.3390/educsci14010052

Rystedt, H., Ivarsson, J., Asplund, S., Johnsson, Å. A., & Båth, M. (2011). Rediscovering radiology. New technologies and remedial action at the worksite. Social Studies of Science, 41(6), 867–891. https://doi.org/10.1177/0306312711423433

Säljö, R. (2019). Materiality, learning, and cognitive practices: Artifacts as instruments of thinking. In T. Cerrato-Pargman & I. Jahnke (Eds.), Emergent practices and material conditions in learning and teaching with technologies (pp. 21–32). Springer. https://doi.org/10.1007/978-3-030-10764-2_2

Säljö, R. (2022). Development, ageing and hybrid minds: Growth and decline, and ecologies of human functioning in a sociocultural perspective. Learning, Culture and Social Interaction, 37, 100465. https://doi.org/10.1016/j.lcsi.2020.100465

Seidel, T., Kosel, C., Böheim, R., Gegenfurtner, A., & Stürmer, K. (in press). A cognitive model of professional vision and acquisition of visual expertise using video excerpts in the teaching profession. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher professional vision: Theoretical and methodological advances. Routledge.

Sellberg, C., Nordenström, E., & Säljö, R. (2024). The development of visual expertise in a virtual environment: A case of maritime pilots in training. Frontline Learning Research, 12(1), 16–33. https://doi.org/10.14786/flr.v12i1.1217

Spiro, R. J., Feltovich, P. J., Gaunt, A., Hu, Y., Klautke, H., Cheng, C., et al. (2019). Cognitive flexibility theory and the accelerated development of adaptive readiness and adaptive response to novelty. In P. Ward, J. M. Schraagen, J. Gore, & E. M. Roth (Eds.), The Oxford handbook of expertise (pp. 951–976). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198795872.013.41

Spiro, R. J., Morsink, P., & Forsyth, B. (2012). Point of view: Principled pluralism, cognitive flexibility, and new contexts for reading. In R. F. Flippo (Ed.), Reading researchers in search of common ground. The expert study revisited (2nd ed., pp. 118–128). Routledge.

Stahnke, R., & Gegenfurtner, A. (in press). Beyond analysing frequencies: Exploring teacher professional vision with epistemic network analysis of teachers’ think-aloud data. Learning and Instruction.

Strasser, J., & Gruber, H. (2015). Learning processes in the professional development of mental health counselors: Knowledge restructuring and illness script formation. Advances in Health Sciences Education, 20(2), 515–530. https://doi.org/10.1007/s10459-014-9545-1

Suh, J. K., Hand, B., Dursun, J. E., Lammert, C., & Fulmer, G. (2023). Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools. Science Education, 107(4), 884-911. https://doi.org/10.1002/sce.21796

Szulewski, A., Braund, H., Egan, R., Gegenfurtner, A., Hall, A. K., Howes, D., Dagnone, J. D., & Van Merriënboer, J. J. G. (2019). Starting to think like an expert: An analysis of resident cognitive processes during simulation-based resuscitation examinations. Annals of Emergency Medicine, 74(5), 647–659. https://doi.org/10.1016/j.annemergmed.2019.04.002

Szulewski, A., Braund, H., Egan, R., Hall, A. K., Dagnone, J. D., Gegenfurtner, A., & Van Merriënboer, J. J. G. (2018). Through the learner’s lens: Eye-tracking augmented debriefing in medical simulation. Journal of Graduate Medical Education, 10(3), 340–341. https://doi.org/10.4300/JGME-D-17-00827.1

Testers, L., Alijagic, A., Brand-Gruwel, S., & Gegenfurtner, A. (2024). Predicting transfer of generic information literacy competencies by non-traditional students to their study and work contexts: A longitudinal perspective. Education Sciences, 14(2), 117. https://doi.org/10.3390/educsci14020117

Testers, L., Gegenfurtner, A., & Brand-Gruwel, S. (2015). Motivation to transfer learning to multiple contexts. In L. Das, S. Brand-Gruwel, K. Kok, & J. Walhout (Eds.), The school library rocks: living it, learning it, loving it (pp. 473–487). IASL.

Troshani, I., Janssen, M., Lymer, A., & Parker, L. D. (2018). Digital transformation of business-to-government reporting: An institutional work perspective. International Journal of Accounting Information Systems, 31, 17–36. https://doi.org/10.1016/j.accinf.2018.09.002

Van de Wiel, M. W. J. (2017). Examining expertise by interviews and verbal protocols. Frontline Learning Research, 5(3), 94–122. https://doi.org/10.14786/flr.v5i3.257

Violato, C., Gao, H., O’Brien, M. C., Grier, D., & Shen, E. (2018). How do physicians become medical experts? A test of three theories: distinct domains, independent influence and encapsulated models. Advances in Health Sciences Education, 23(2), 249–263. https://doi.org/10.1007/s10459-017-9784-z

Ward, P., Schraagen, J. M., Gore, J., Roth, E. M., Hoffman, R. R., & Klein, G. (2019). Reflections on the study of expertise and its implications for tomorrow’s world. In P. Ward, J. M. Schraagen, J. Gore, & E. M. Roth (Eds.), The Oxford handbook of expertise (pp. 1193–1213). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198795872.013.52

White, M. R., Braund, H., Howes, D., Egan, R., Gegenfurtner, A., Van Merriënboer, J. J. G., & Szulewski, A. (2018). Getting inside the expert’s head: An analysis of physician cognitive processes during trauma resuscitations. Annals of Emergency Medicine, 72(3), 289–298. https://doi.org/10.1016/j.annemergmed.2018.03.005

Yardley, S., Mattick, K., & Dornan, T. (2019). Close-to-practice qualitative research. In P. Ward, J. M. Schraagen, J. Gore, & E. M. Roth (Eds.), The Oxford handbook of expertise (pp. 408–428). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198795872.013.18