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Building the expert teacher prototype : a metasummary of teacher expertise studies in primary and secondary education
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Anderson, Jason and Taner, Gülden (2022) Building the expert teacher prototype : a metasummary of teacher expertise studies in primary and secondary education. Educational Research Review . 100485. doi:10.1016/j.edurev.2022.100485 ISSN 1747938X. (In Press)
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WRAP-building-the-expert-teacher-prototype-metasummary-teacher-expertise-studies-primary-secondary-education-Anderson-2022.pdf - Accepted Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (941Kb) | Preview |
Official URL: http://dx.doi.org/10.1016/j.edurev.2022.100485
Abstract
While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.
| Item Type: | Journal Article | ||||||
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| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
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| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||
| Library of Congress Subject Headings (LCSH): | Education -- Research, Teachers -- Professional relationships , Teacher effectiveness, Teachers -- Rating of, Teaching -- Evaluation | ||||||
| Journal or Publication Title: | Educational Research Review | ||||||
| Publisher: | Elsevier Ltd. | ||||||
| ISSN: | 1747938X | ||||||
| Official Date: | 13 October 2022 | ||||||
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| Article Number: | 100485 | ||||||
| DOI: | 10.1016/j.edurev.2022.100485 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | In Press | ||||||
| Access rights to Published version: | Open Access (Creative Commons) | ||||||
| Date of first compliant deposit: | 19 October 2022 | ||||||
| Date of first compliant Open Access: | 19 October 2022 | ||||||
| RIOXX Funder/Project Grant: |
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