FocusStages learners pass through on their way to mastery
Principal MetaphorsMetaphors associated with learning are not explicitly stated within the Dreyfus Model of Skill Acquisition. Even though the Acquisition Metaphor is named in the model’s title, its figurative ground is the Attainment Metaphor:
- Knowledge is … a territory/area/domain/field (typically involving challenge)
- Knowing is … attaining a goal
- Learner is … a seeker (individual)
- Learning is … journeying (arriving at, reaching, progressing, accomplishing, achieving)
- Teaching is … leading, guiding, directing, facilitating
SynopsisThe Dreyfus Model of Skill Acquisition is focused on how learners develop skills, taking instruction and practice into consideration. The model parses the process into five or six distinct stages, depending on the version: Novice, Advanced Beginner, Competence, Proficiency, Expertise, Mastery. (Some versions omit either Advance Beginner or Expertise.)
CommentaryThe Dreyfus Model of Skill Acquisition has an intuitive appeal, but it lacks empirical evidence. That is, it may be little more than a formalization of common sense.
Authors and/or Prominent InfluencesStuart Dreyfus; Hubert Dreyfus
Status as a Theory of LearningThe Dreyfus Model of Skill Acquisition is a descriptive theory of learning.
Status as a Theory of TeachingThe Dreyfus Model of Skill Acquisition is not a theory of teaching.
Status as a Scientific TheoryThe Dreyfus Model of Skill Acquisition is inattentive to its underlying metaphors and it lacks empirical support.
Please cite this article as:
Davis, B., & Francis, K. (2020). “Dreyfus Model of Skill Acquisition” in Discourses on Learning in Education. https://learningdiscourses.com.
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