The Dreyfus Model of Skill Acquisition categorizes individuals from novice to expert. I classify my work as competent because teachers are intense learners and always have room for improvement and growth opportunities. As a new leader in early childhood, I am competent because of the constant additions of new rules and developments. I have been teaching and working with early childhood students for many years, therefore, feel almost expert in my knowledge of teaching and child development. In the administrator role of my position, I only feel at the competent level because of the need to know many business and accounting practices. Educators are not trained in business, therefore, are ill equipped to succeed in that role. I am forced to train myself in much to do about business practices.
In an ideal work setting, individuals would be qualified for positions based on knowledge, education, and experience at a higher level than novice, yet continue to learn, grow, and develop toward the expert level. However, many individuals may never achieve expert level because of new advancements in the field. Experts will be deeply involved with the environment and identify with scenarios with which they are involved (Ajay, 2003). Individuals reach each level through skills and mastery. The teaching and learning experience is tied together to enrich the student-teacher experience. Through these experiences, individuals move through the Dreyfus levels of mastery. To climb the Dreyfus Model, individuals must be self-directed learners with motivation to grow from the lower novice level to the higher proficient and expert levels.
Capella University (Eds.). (2010). ED8222—Professionalism in the 21st century. Hoboken, NJ: Wiley. ISBN: 9781118029558.
Ajay, B. (2003). Student profiling: the Dreyfus model revisited. Education For Primary Care, 14(3), 360.