Identifying Teacher Expertise: An Examination of Researchers' Decision Making

Educational Psychologist, Год журнала: 2005, Номер 40(1), С. 13 - 25

Опубликована: Фев. 7, 2005

Abstract This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing studies teaching expertise, authors identify criteria teachers that fall under one or more following marker categories: (a) years experience, (b) social recognition, (c) professional group membership, (d) performance based (including normative criterion-based selection). Results indicate considerable variability in selection for identifying teachers, even among using same theoretical construct. Based this review, a rubric selecting is proposed.

Язык: Английский

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Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education

Educational Research Review, Год журнала: 2022, Номер 38, С. 100485 - 100485

Опубликована: Окт. 13, 2022

While expert teachers remain a frequent focus of research in education, to date there have been very few attempts conduct systematic reviews this literature. This paper presents the findings first metasummary on teacher expertise K12 education (primary/elementary and secondary levels), based analysis 106 empirical studies from 16 countries involving 1124 identified as experts. The inductively-developed coding framework was applied independently by both authors dataset generate agreement counts for specific themes, firstly domains expertise, then stratified compare primary studies. We present 73 features organised into six our prototype. Salient indicate that, with regard professional practice, reflect extensively often critically their help colleagues frequently, are continuous learners throughout careers. Concerning knowledge, we find that well-developed pedagogical content knowledge about learners. In domain pedagogic observe display flexibility classroom, build strong interpersonal relationships learners, whom they engage through choice activities content, frequently make use strategies typically emphasised constructivist learner-centred literatures. offer prototype useful initial sketch family resemblance among rather than checklist necessary or expected also cautioning remains far complete.

Язык: Английский

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Learning to See in Classrooms: What are student teachers learning about teaching and learning while learning to teach in schools?

British Educational Research Journal, Год журнала: 2003, Номер 29(2), С. 227 - 242

Опубликована: Апрель 1, 2003

Abstract Using sociocultural understandings of learning, the authors probe a rationale for training programmes which are extensively school based and involved school‐based teacher mentors as supporters student teachers' learning. They ask what it is that teachers learning while in schools how supported. Drawing on evidence from study 125 two programmes, suggest heavily situated students not acquiring ways interpreting learners easily transferable, but they about curriculum delivery. It also seems there participatory version underpinned by an understanding implications through participation which, consequence, does make most strengths mentors.

Язык: Английский

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Teaching by proxy: understanding how mentors are positioned in partnerships

Oxford Review of Education, Год журнала: 2004, Номер 30(2), С. 183 - 197

Опубликована: Июнь 1, 2004

The evidence discussed in this paper was gathered a one‐year study of how student teachers learn about learning primary schools. In examining mentoring we pursued three research questions order to increase our understanding processes were helping work responsively classrooms with pupils. as follows. What do mentors believe they offer teach school classrooms? students? does the way support tell us are positioned activity systems their own schools and initial teacher training programmes? first two focus on mediation knowledge teaching induction into community practice found each partnership school. third question takes which occurs. theory analysis allows see can be partnerships, dilemmas that ensue from ambivalence position implications for teachers.

Язык: Английский

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Between Person and Person: Dialogical Pedagogy in Authentic Leadership Development

Academy of Management Learning and Education, Год журнала: 2014, Номер 13(2), С. 245 - 264

Опубликована: Янв. 11, 2014

This paper is a critique of the dominant functionalist discourse in authentic leadership theory, which shapes manner we perceive development. As an alternative, I offer adopting dialogical philosophy as theoretical lens for conceptualizing Drawing on various communication works, explore how pedagogy can be used to improve suggest eight components that adopted development: self-exposure, open-mindedness, empathy, care, respect, critical thinking, contact, and mutuality. The advantages, limitations, implications development are then discussed.

Язык: Английский

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Parental Involvement in Raising the Achievement of Primary School Pupils: Why bother?

Oxford Review of Education, Год журнала: 1999, Номер 25(3), С. 325 - 341

Опубликована: Сен. 1, 1999

Reasons for investing in parental involvement activities aimed at improving the performance of primary school children either numeracy or literacy are analysed. Data then discussed relation firstly to sociocultural understandings how teachers support children's learning and secondly conceptions identity self-esteem apparently held by participating teachers. We suggest that schools currently being obliged use parents as assistants delivery an over-loaded curriculum ways which do not draw on what have offer.

Язык: Английский

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Researching pedagogy: a sociocultural agenda

Pedagogy Culture and Society, Год журнала: 2001, Номер 9(2), С. 161 - 186

Опубликована: Июль 1, 2001

Abstract Pedagogy is currently receiving attention from producers of education policy in England. It is, however, a version pedagogy that remains located history schooling as social control, curricular knowledge commodity to be transmitted and teachers paraprofessionals. Those who resist recent attempts shape pedagogy, attempt enhance both professionalism order prepare learners for informed participation the new economy, are constrained by impoverished understandings available United Kingdom. The author argues grounded hermeneutic psychology offered Vygotskian theory can teachers' inform age, ‘Vygotsky concerned study how people, through use their own activities, changing conditions existence change themselves’ (Shotter, 1993, p. 111).

Язык: Английский

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Signals from Staff Notes: Investigating Diachronous Messages for Being a Laboratory Teaching Assistant

Journal of Chemical Education, Год журнала: 2025, Номер unknown

Опубликована: Янв. 9, 2025

National reform documents have historically shaped how we as a research community understand students' perspectives regarding the nature of chemical knowledge and its production. However, while scholars investigated various facets undergraduate learning, on teaching is enacted in higher education remains under-addressed. Such may also be less relevant for instructors such laboratory assistants who rely more local resources (e.g., from staff meeting) their synchronous (during class) diachronous (out practices. Accordingly, this study inductively deductively coded messages 22 notes introductory chemistry at large, research-intensive university to determine trajectories teacher identities. Results showed that about facilitating student discussion choice are minimal, with instructions follow script tend itself. In addition, remained consistent, offering few opportunities experiment, customize, improvise instructional Finally, two focal identities-in-practice were presented not only problematize assistant development but raise concern what taught laboratory. We conclude recommendations provide chemistry-specific moves. future should investigate aligns preparation clarify roles "laboratory assistant."

Язык: Английский

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Kinesics and proxemics communication of expert and novice PE teachers

Quality & Quantity, Год журнала: 2011, Номер 47(4), С. 1813 - 1829

Опубликована: Ноя. 17, 2011

Язык: Английский

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Extract from New understandings of teachers' pedagogic knowledge^*1

The Curriculum Journal, Год журнала: 2005, Номер 16(3), С. 331 - 340

Опубликована: Сен. 1, 2005

Язык: Английский

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