The document discusses teacher expertise and how it can be developed. It describes the characteristics of expert teachers, such as highly structured knowledge and the ability to problem solve efficiently. Expert teachers know how to structure their content knowledge and can recognize patterns in the classroom. They are selective in what they pay attention to and have better improvisational skills. The document also examines the implications for professional development, noting that frameworks alone don't capture expert teaching and that teachers need to engage in reflection and deliberate practice to improve, such as getting feedback and observing other teachers. Both self-directed learning and managed training can help teachers develop their expertise.

1. Eaquals International Conference, 16 – 18 April 2015
Teacher expertise: what is it and
how can it be developed?
Teacher expertise: what is it and
(how) can it be developed?
www.eaquals.org

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3. What the experts say about expertise
• Highly structured knowledge that helps
them develop meaningful patterns
• Can reason using underlying principles
• Mental models direct appropriate
selection of task strategies for a given
situation
• Are more efficient at problem solving
procedures
• Have faster access to domain specific
knowledge
• Are more opportunistic
• Are more flexible, innovative and
creative
• Greater self-knowledge, can self-
monitor
Lajoie(2009), Chi (2006
• Know how to structure content
knowledge. Can recognise and
interpret patterns in classroom
events
• Can interpret classroom events,
analyse problems and justify
solutions in a principled manner
• Are selective in what they attend to
• Have better improvisational skills
• Have efficient, thought-rich lesson
plans which evidence an integrated
knowledge base
• Autonomous decision-making
• Greater flexibility, anticipation of
difficulties
• Theorise personal practical
knowledge and vice-versa
Tsui (2012)
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4. Eaquals International Conference, 16 – 18 April 2015
Teaching
Subject
knowledge
Procedural
knowledge
Methodo-
logical
knowledge
Consideration
of learners’
needs and
aspirations
Consideration
of
requirements
of other
stakeholders
Planning
Procedures
and
techniques
Classroom
management
skills
Maximising
learning
Developing
learning skills

5. Eaquals International Conference, 16 – 18 April 2015
Expert
teaching
Subject
knowledge
Procedural
knowledge
Methodological
knowledge
Consideration of
learners’ needs
and aspirations
Consideration of
requirements of
other
stakeholders
Planning
Procedures and
techniques
Classroom
management
skills
Maximising
learning
Developing
learning skills

6. Eaquals International Conference, 16 – 18 April 2015
Procedures
and
techniques
Elicitation
Monitoring
Feedback
routines
Presenting
Practising
Reinforcing
learning
Checking
learning
Concept
checking

7. Evidence from classrooms
• Have enthusiasm and passion for subject
• Set challenging goals
• Represent content and make it accessible to learners
• Teaching is highly structured – ladder of learning
• Have high expectations of learners
• Are adept at using organisational patterns
• Have a repertoire of best practice selected in relation to
goals
• Seek and give high quality feedback
• Integrate teaching, assessment and feedback
• Support learning through explaining , checking, re-
inforcing, re-modelling repeating , reminding, linking
asking/answering questions
Ayres et al 2001; Gibb, McCallum and Hargreaves, 2000; Hattie ;Loughran 2010; Tsui
2003
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What are the implications for
Professional Development –
self-directed or managed?

9. Using Frameworks
• Teaching is an holistic activity –
frameworks are a list of competencies
• Frameworks don’t capture some of the key
features identified in the research into
expert practice
• Using frameworks relies on teachers being
reflective and being able to reflect relies on
teachers being self-aware
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10. So what can the individual
teachers do ?
• Use frameworks to identify key strengths and
weaknesses, then work with a ‘valued other’ to
raise awareness
• Select a range of professional learning activities
which relate to the specific qualities of expert
teachers
• Engage in ‘deliberate practice’ (Eriksson)
• Observe other teachers in other subject areas
(Video sites. Teachers media etc.)
• Ask a ‘valued other’ to observe
• Seek and give feedback on observed teaching
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11. Procedures for doing Reflective teaching
Appeal Experience Recommendation
Language learning
experiences
Language learning
experiences
Observing other
teachers
Discussing teaching
with colleagues
Discussing teaching
with colleagues
Discussing teaching
with respected
colleagues
Getting feedback
from students
Getting feedback
from students
Collecting and
reviewing students’
feedback
Observing other
teachers’ lessons
Making notes on
lesson plans
Being observed
Mentoring other
teachers
Reading cases about
teaching
Making notes on
lesson plans
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12. What can training courses
do?
Include sessions on
• Supported lesson planning
• Awareness raising exercises to help teachers ‘notice’
• Scaffolding, looking at case studies
• Teacher decision making
• Problem solving
• Critical incidents
• Video prediction
• ‘Assumption Hunting’
• Questioning techniques
• Encouraging teachers to take risks
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13. Expertise needs to be able to be
shared in ways that do not always
call on each the individual to re-
invent the wheel’
Loughran (2010)
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14. Thank you for listening
poulter.m@cambridgeenglish.org
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