Anderson, Jason and Taner, Gülden (2023) Building the expert teacher prototype : a metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38 . 100485. doi:10.1016/j.edurev.2022.100485 ISSN 1747938X.

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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
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
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:	February 2023
Dates:	Date Event February 2023 Published 13 October 2022 Available 26 September 2022 Accepted
Volume:	38
Article Number:	100485
DOI:	10.1016/j.edurev.2022.100485
Status:	Peer Reviewed
Publication Status:	Published
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:	Project/Grant ID RIOXX Funder Name Funder ID ES/P000771/1 Economic and Social Research Council http://dx.doi.org/10.13039/501100000269

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