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Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education
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.
... To address our aim, we explored classroom practices that are considered effective by interviewing 20 expert teachers of democracy in Dutch secondary and tertiary vocational education. A better understanding of relevant classroom practices can be gained from these expert teachers because they have relevant experience in the classroom and can reflect on their practice-based insights (Anderson & Taner, 2022). These experts can also provide concrete examples of the practical implementation of classroom practices. ...
... PCK encompasses various elements, including teachers' knowledge of classroom practices (e.g., Gess-Newsome et al., 2019). The PCK literature suggests that expert teachers, due to their experience and qualifications, are able to reflect on their PCK and consequently on their classroom practices in a clear manner (Anderson & Taner, 2022;Berliner, 2004;Shulman, 1987). ...
... Our sampling approach was to ask key stakeholders to nominate potential participants and verify their expertise, which is a common approach in expert teacher research, as indicated by Anderson and Taner (2022). To this end, we initiated a search within our network to identify expert democracy teachers. ...
To stimulate democratic competences through teaching, it is necessary to have an understanding of actions and behaviors that are considered effective in teaching methods. In this study, we investigated these actions and behaviors, referred to as classroom practices, by interviewing 20 expert teachers of democracy in the Netherlands. We identified six relevant practices: meaningful embedding, providing multiple perspectives, thinking about solutions from divergent perspectives, independent information collection and presentation, taking sociopolitical action, and critical reflection on subject matter. We show how these practices are associated with democratic competences and provide examples of how the practices are implemented in teaching methods.
... Yet, despite these challenges, teacher expertise research has expanded steadily from its beginnings in the work of United States researchers Gaea Leinhardt (e.g., 1983aLeinhardt (e.g., , 1983b and David Berliner (e.g., 1986) in the 1980s. Today, there are hundreds of studies available across numerous national contexts, albeit with a strong Western/Northern and anglophone bias; see Anderson and Taner (2023) and Sternberg and Horvath (1995) for overviews. However, this bias is being countered by a rapid increase in expertise studies in China, where two terms (专家型教师, lit. ...
... Two recent systematic reviews have investigated commonalities among expert teachers in K12 education (Anderson & Taner, 2023) and expertise frameworks in university teaching (van Dijk et al., 2020), revealing findings that are likely to be of use to a wide range of stakeholders at different levels of education. Unfortunately, there is still comparatively little research available on language teacher expertise. ...
... Unfortunately, there is still comparatively little research available on language teacher expertise. For example, of the 106 studies on K12 teacher expertise reviewed by Anderson and Taner (2023) only eight involved foreign or second language teachers, notably fewer than mathematics teachers (n = 25). ...
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research-practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.
... This suggests that any systematic review needs to include discussion of such differences, including the role of how different factors/variables influence outcomes of interest, which themselves may be debated (see Biesta, 2015). Further, because of the complexity of the interactions involved in education (learners and teachers build up long-term, meaningful relationships), investigations of issues of effectiveness, quality or impact are likely to involve a wide range of cognitive, practical, professional and even personal factors, which may make the extraction of findings from research reports highly complex, as Anderson and Taner (2023) found in their metasummary of teacher expertise research. ...
... Nonetheless, providing it is detailed, the descriptive summary serves to temper this danger, offering useful discussion of the general findings alongside example studies and discussion of contextual factors that may be important, as Hammersley (2001) argues is necessary. As such, it is notable that Anderson and Taner's (2023) well-publicised teacher expertise metasummary was reported with reasonable accuracy both in national newspapers (Cordano, 2023;Pinkstone, 2022) and science and education blog posts (e.g. Murray, 2023), all of which drew upon information presented in both the summary table and descriptive summary appropriately. ...
... whether to code a research report for a specific finding or not). Some authors may choose to prioritise systematicity and transparency, as in Anderson and Taner's (2023) use of independent coding and inter-rater reliability reporting. While more easily replicable, this led to only "moderate agreement" between raters (p. 6) and the possibility that findings of importance were overlooked in their large database. ...
... Following studies on expertise in general and in other domains, research on teacher expertise and expert teachers was introduced into the educational discourse in the 1980s by Berliner (1986 and others, and established in the German context by Bromme (1992). Since then, the expertise approach has been applied in various studies and is seen as highly influential in the educational sciences (Anderson & Taner, 2023;. One of the main interests of research has been the identification of expert teachers and their characteristics, meaning not character traits but aspects of their practice, classroom performance, or dispositions (Anderson & Taner, 2023;Ericsson, 2018;. ...
... Since then, the expertise approach has been applied in various studies and is seen as highly influential in the educational sciences (Anderson & Taner, 2023;. One of the main interests of research has been the identification of expert teachers and their characteristics, meaning not character traits but aspects of their practice, classroom performance, or dispositions (Anderson & Taner, 2023;Ericsson, 2018;. In general, defining experts has proven difficult, not only in the domain of teaching, and different approaches have been applied. ...
... Therefore, expertise definitions are commonly based on distinctions from people with less expertise, such as novices (i.e., beginners in a domain), or people from other domains . Further, they are often based on prototypical descriptions that outline what features an expert teacher possesses and include characteristics that are often shared by experts in empirical studies (Anderson & Taner, 2023;Sternberg & Horvath, 1995). However, to study expertise and arrive at empirical descriptions, experts must first be identified, which carries the risk of circular reasoning. ...
In light of increasing demands on teachers and the need to develop teaching-related competences, this book examines the situation-specific skill of teacher noticing in pre-service and in-service secondary mathematics teachers. A video-based test instrument is used to measure teachers’ noticing skills in perception, interpretation, and decision-making from both general and mathematics pedagogical perspectives. The aim is to understand the structure and characteristics of teacher noticing across different groups, as well as the influences of teaching experience and opportunities to learn. Three quantitative studies are conducted: two cross-sectional studies with 457 participants, including master’s students, early career teachers, and experienced teachers, and one longitudinal study with 175 master’s students. The results support the conceptualization of teacher noticing as comprising three facets. They also reveal positive influences of teaching experience on the development of teacher noticing, with in-service teachers outperforming master’s students. However, experienced teachers perform similarly to early career teachers in general and worse in certain areas, suggesting saturation or forgetting effects. The longitudinal study finds that interpretation skills facilitate the development of perception and decision-making, emphasizing the knowledge-based nature of teacher noticing.
... However, previous studies neither considered the relative importance of these aspects of teacher expertise in joint-regression models nor did they consider teachers' emotional exhaustion as predictor for the implementation of cooperative learning. At the same time, resilience (as counterpart to emotional exhaustion; González-Romá et al., 2006) can be seen as an aspect of expertise (Anderson & Taner, 2023). An aspect that seems particularly relevant for teaching during the COVID-19 pandemic. ...
... As Anderson and Taner (2023) point out, teacher expertise, i.e., the practices and cognitions of teachers that make them successful providers of instruction, comprises different thematic domains: pedagogic practices (e.g., regular use of collaborative/ cooperative learning), teacher cognition (e.g., beliefs, knowledge), professionalism (e.g., continuing professional development), and personal attributes (e.g., passion for profession, resilience). In our study, we aimed to investigate the role of one variable from each domain for the prediction of teaching behaviour (i.e., the implementation of cooperative learning activities), in a challenging situation (i.e., the pandemic). ...
... Against this background, we investigated the interplay between aspects of teacher expertise and the implementation frequency of cooperative learning during the particularly challenging situation of the pandemic. In particular, following the framework of teacher expertise by Anderson and Taner (2023), we examined the predictive value of teachers' prior use of cooperative learning (as aspect of pedagogical practice) teachers' beliefs about cooperative learning (as aspect of teacher cognition), their participation in professional development courses on cooperative learning (as aspect of professionalism), and their emotional exhaustion (as personal attribute) for the implementation of cooperative learning during the COVID-19 pandemic. ...
The present study aimed to investigate the relative predictive power of teachers’ beliefs about cooperative learning, their participation in professional development courses on cooperative learning, emotional exhaustion, and the frequency of cooperative learning implementation before the outbreak of the COVID-19 pandemic for the frequency of cooperative learning implementation during the COVID-19 pandemic. Two hundred and sixty-eight German teachers participated in an online survey in the spring of 2021 (retrospective self-reports, cross-sectional). The study revealed three key findings: first, teachers used cooperative learning significantly less often in face-to-face teaching during the pandemic than before the pandemic. Second, teachers’ positive beliefs about cooperative learning and their participation in professional development courses predicted the frequency of cooperative learning implementation before the pandemic. But, third, neither of these aspects of teachers’ expertise predicted the implementation of cooperative learning in face-to-face teaching during the pandemic. Only the frequency of implementation before the pandemic predicted implementation during the pandemic which may point to the value of routine in times of crisis. Our findings suggest that the predictive power of aspects of teacher expertise (such as their beliefs) varies with contextual conditions.
... Inductive codes allow meaning to emerge from frequent, dominant, or significant themes in the data [4,36]. Given these affordances, inductive codebook development has been featured in a variety of educational research contexts in the last decade, from small-scale case studies (e.g., [25]) to large-scale meta-summaries of education research (e.g., [1]). ...
... To support inductive coding, ChatGPT could be used in two phases of the codebook development process: (1) to identify preliminary codes from data; and (2) to test and refine codes. While scholars have already used ChatGPT for both codebook development and codebook refinement [16,19], there has not yet been a systematic study of what benefits it can bring to each phase of this process. ...
... De Paoli [16] offered a 5-phase process model with LLMs that uses prompts to first identify and refine inductive codes in a dataset, and then pairs a researcher and ChatGPT to review and finalize themes. Gao et al. [19] propose that ChatGPT may have a role at three points during thematic analysis: (1) suggesting codes during open coding, (2) identifying disagreements when researchers refine and test the codes, and (3) suggesting which codes to combine during code finalization. While these studies show how ChatGPT can help develop codes, they do not test how reliably coders could apply those codes to the datasets or compare its utility at different phases of the process. ...
In qualitative data analysis, codebooks offer a systematic framework for establishing shared interpretations of themes and patterns. While the utility of codebooks is well-established in educational research, the manual process of developing and refining codes that emerge bottom-up from data presents a challenge in terms of time, effort, and potential for human error. This paper explores the potentially transformative role that could be played by Large Language Models (LLMs), specifically ChatGPT (GPT-4), in addressing these challenges by automating aspects of the codebook development process. We compare four approaches to codebook development-a fully manual approach, a fully automated approach, and two approaches that leverage ChatGPT within specific steps of the codebook development process. We do so in the context of studying transcripts from math tutoring lessons. The resultant four codebooks were evaluated in terms of whether the codes could reliably be applied to data by human coders, in terms of the human-rated quality of codes and codebooks, and whether different approaches yielded similar or overlapping codes. The results show that approaches that automate early stages of codebook development take less time to complete overall. Hybrid approaches (whether GPT participates early or late in the process) produce codebooks that can be applied more reliably and were rated as better quality by humans. Hybrid approaches and a fully human approach produce similar codebooks; the fully automated approach was an outlier. Findings indicate that ChatGPT can be valuable for improving qualitative codebooks for use in AIED research, but human participation is still essential.
... In education, such commonalities, if found reliably, are potentially extremely useful, as they can advise educational policy and practice in a wide range of contexts. Perhaps the most obvious example of works that do this are systematic reviews such as meta-analyses (e.g., Hattie, 2009Hattie, , 2012Marzano, 1998) and metasyntheses or metasummaries (e.g., Anderson & Taner, 2023), all of which attempt to summarise the findings of multiple studies to identify what practices, interventions, factors or influences lead to more learning. Comparable attempts to 'essentialise' the findings of what are typically referred to as 'robust' research are frequently offered by powerful organisations supporting this tendency (e.g., the Institute of Education Sciences in the US and the Education Endowment Foundation in the UK) and promoted by them as 'evidence-based' practice. ...
... They have also investigated the importance of teacher beliefs , well-being (Klusmann et al., 2008) and enthusiasm (Kunter, 2013) to learner outcomes to develop an empirically based understanding of professional competence that further informs their model. Interestingly, the findings of the COACTIV project share much in common with the findings of Anderson and Taner's (2023) metasummary of teacher expertise research, and the expert teacher prototype presented in Chapter 3. ...
... While evidence emerges that the eight participant teachers were in a number of ways more learner-centred than their colleagues, this must be offered on the background of significant variation among the eight teachers themselves, and a number of common shared practices that would, in the eyes of most proponents of learner-centred education, be classified as 'teacher-centred', such as the whole-class text interpretation strategies, the stronger focus on lower order skills and the general lack of democratic decision making observed in participant teachers' classrooms. It is also important to note that the wider expertise literature does not wholeheartedly support learner-centred pedagogy, more often reporting a more complex balance between teacher-led and learner-independent learning within what is typically a carefully circumscribed environment of routines and rules (e.g., Bevins, 2002;Borko & Livingston, 1989;Leinhardt & Greeno, 1986;Tsui, 2003); expert teachers, it seems, are only sometimes learner-centred (Anderson & Taner, 2023). ...
There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable – often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.
... In 2020 we began working together to conduct the first ever systematic review of teacher expertise research, now published and freely available online with the title Building the Expert Teacher Prototype: A metasummary of teacher expertise studies in primary and secondary education. (Anderson & Taner, 2023). ...
... In our study, we chose to focus on primary and secondary education, where the majority of teacher expertise research has been conducted, and to look at all subjects in any national contexts since the beginning of teacher expertise research 40 years ago (Anderson & Taner, 2023). ...
... Below I present several of the most salient findings in each of these domains. For more detailed discussion of each of these and the full list of 73 themes, please see the paper itself (Anderson & Taner, 2023). ...
As teachers, we don’t always think of ourselves as experts. Yet I believe we should. Just as in all domains of professional practice, it takes years of experience, learning and quite a few mistakes to gain the necessary competencies to keep our students learning and our line managers happy. As a researcher of expert teachers I also believe we should embrace and celebrate expertise, not as the domain of a privileged few, but as something that all teachers can achieve. In this article I provide an introduction to the field of teacher expertise research and summarise the findings of a metasummary I recently conducted into this diverse and insightful body of literature – the largest systematic review ever conducted on expert teacher research.
... These educators weren't just focused on improvement; they also aimed to upskill and relearn throughout their careers. Notably, research by Anderson & Taner [17] found that expert teachers extensively reflected on their practice, frequently helped colleagues, and continuously learned throughout their careers. The interview data from the study supported these findings by Anderson & Taner [17]. ...
... Notably, research by Anderson & Taner [17] found that expert teachers extensively reflected on their practice, frequently helped colleagues, and continuously learned throughout their careers. The interview data from the study supported these findings by Anderson & Taner [17]. Stevens, 2014]). ...
Educators are the carriers of knowledge and are responsible for its transfer. This qualitative case study examined six participants who actively integrated the National Educators Academy of the Philippines (NEAP) professional development into their practice. Five out of six came from the mega-sized secondary schools with two teachers, two master teachers, a school head; and one supervisor, a Division Representative. The six contributors were from the Division of Panabo City, selected through purposive sampling. Data were analyzed using thematic analysis. The study identified several common themes regarding the integration of NEAP learning into instructional and leadership practices, such as the adoption of comprehensive teaching and learning models, student-centered approaches, strategic planning, and strong support systems. Additional themes included mentorship, professional collaboration, and reflective practice. However, challenges requiring improvement were also noted, such as enhancing interactive group dialogue and incorporating research-based learning. Two main themes emerged regarding the understanding of monitoring and evaluation for further improvement: assessment and feedback provision. Recommendations included a careful examination of current and outdated policies, addressing issues related to curriculum overload, enhancing sources of teaching and learning materials, introducing stress-management activities, supporting research-related initiatives, ensuring clear communication, creating feedback loops, and organizing interactive workshops. Participants provided positive feedback on the integration of NEAP learning into their instructional and leadership practices. They appreciated and implemented NEAP-inspired approaches in their classrooms and schools. The study revealed that teachers were not only receptive to these changes but were also committed to the overall development of their students. Their participation in various training programs, workshops, seminars, scholarships, and courses indicated their desire to improve both personally and professionally.
... In the survey, the attributes of teacher quality were categorized into three main areas: teacher expertise, teaching competence, and personal qualities (Table 3). Teacher expertise relates to the specialized knowledge teachers have in their academic field [58]. The most critical expertise trait identified was the ability to provide effective examples and exercises. ...
Students come to class with various perceptions of what constitutes a good teacher. These affect how a teacher is evaluated in increasingly student-centered classrooms where students' needs, interests, and learning styles are prioritized. To better understand how students perceive a good teacher, this review comprehensively presents the perceptions of students at different educational levels on the traits of a good teacher. It discusses the nuances in these perceptions and whether they are justifiable. It reviewed more than 75 papers to achieve its aims. This review indicates that effective teachers possess characteristics like desirable personality, interpersonal skills, and instructional methods. It highlights the complex role teachers play in influencing students' academic and emotional growth. The shift from teaching skills in primary to relationship-oriented traits in secondary education shows that a student's developmental stage significantly affects their view of effective teaching. Secondary students often emphasize relational elements, such as appreciation and empathy, due to their need for autonomy and peer-like connections. University students value subject expertise, effective communication, and motivation. Like secondary students, they view traits like empathy, respect, and approachability as important. The perceptions of a good teacher, particularly the ability to create a safe and supportive environment, relational skills, and competence in delivering content, are largely justifiable. However, the emphasis on rendering socio-emotional support and a student-consumer mentality in universities that prompts students' needs to be prioritized could add to teachers' already heavy workload and result in burnout. While serving as motivators, teachers themselves need motivation to perform their work more effectively.
... Similarly, in education, there are risks in overemphasizing technical aspects of teacher education that might be most clearly supported by technological tools and overlooking skills like cultural competence (Zeichner, 2012). Expert teachers are responsive to student needs and thus must build strong relationships and have a deep knowledge of their students' cultural backgrounds, performance, goals, and needs (Anderson & Taner, 2023;Durden, 2020;Durden et al., 2016). Teacher-student relationships are particularly important because their quality is positively related to student achievement (e.g., Chamizo-Nieto et al., 2021;Fowler et al., 2008;Xu & Qi, 2019). ...
General Audience Summary
Generative chatbots are artificial intelligence (AI) programs designed to have natural conversations with users. Since the release of ChatGPT (GPT stands for Generative Pre-trained Transformer), generative chatbots have become widely available. Generative chatbots are especially powerful because they are built on computer neural networks and trained on vast amounts of data. In addition, the text they produce can closely resemble expert knowledge and writing on nearly any topic. Consequently, individuals across industries and governments are interested in the potential for generative chatbots to support cognition in experts and nonexperts. This article reviews the history of chatbots, compares human expertise and artificial expertise, and then describes how individuals attain expertise through observing models, completing scaffolded tasks, and engaging in deliberate practice. Afterward, the article discusses how generative chatbots have been used—and could be used in the future—to support cognition (i.e., thoughts and mental processes) for users with varied amounts of domain knowledge (i.e., experts, novices, and laypersons). Research on potential approaches to leveraging generative chatbots to support cognition by these users is primarily drawn from three applied domains: education, medicine, and law. Research with the current generation of generative chatbots like ChatGPT is new and rapidly progressing, but research thus far suggests that (a) the roles that generative chatbots take on to support thinking vary depending on how much knowledge a user has on a particular topic and (b) generative chatbots show promise in supporting experts’ cognition and the training of novices who might be future experts in their fields, but (c) laypersons’ lack of prior knowledge currently limits generative chatbots’ ability to support their thinking and their agency in engaging with unfamiliar domains more broadly.
... Awards received, being a proponent of INSET, and holding a Master's Degree are the last three criteria proposed by experts, respectively. Distinctions are significant for attesting to how deserving applicants must be in the position (Anderson & Taner, 2022). Being outstanding in their field ensures that Master Teachers maintain quality teaching performance. ...
Effective master teachers constitute a valuable human resource playing a significant role not only as instructional leaders but also as educational researchers. However, the pressing demands of quality education alongside changing policies call for the need to ensure that these leaders meet competitive standards. Using the developmental-evaluative design, this study which is anchored on Criterion Theory, aims to enhance the existing criteria of the Department of Education (DepEd) in screening, selecting, and hiring Master Teacher applicants. Delphi technique and trade-offs analysis with ten expert respondents derived nine new and consensually evaluated measures (research training, research conference, publication, INSET/LAC, completed researches, best practices/innovations, qualifying examination, master's degree & awards) comprising the "Enhanced Criteria for Master Teacher Promotion" at 70-point cut-off qualification. The discriminant function model constituted data from 60 Master Teachers in the Maasin City Division and confirmed discriminatory success at 91.78% variability during model validation of 15 Master Teachers. Thus, the new criteria demonstrate the potential to assure the DepEd of competent and quality instructional leaders that the country needs today. This study recommends the adoption of the enhanced criteria as a policy. However, further evaluation is necessary to strengthen its validity before its full implementation.
... The role of teachers in the integration of ΤQM in PE The merits of ΤQM implementation in education have long been recognised and accepted, especially in relation to the optimisation of the activities of the school unit, the vertical and horizontal alignment within and between the school units, empowerment of the teachers and the long-term successful perspective that continuous improvement ensures (Stronge et al., 2011;Anderson and Taner, 2023). Even in education systems that have only partial or limited adoption of ΤQM principles, the added value of quality in nurturing a culture of improvement is readily acknowledged (Kaiseroglou and Sfakianaki, 2020;Teig and Nilsen, 2022). ...
Purpose
The purpose of this paper is to investigate perceptions of primary education (PE) teachers with respect to evaluation within the framework of Total Quality Management (TQM) and their readiness to engage in the process of quality improvement. Within this context, a relevant measurement instrument is developed and empirically validated.
Design/methodology/approach
The instrument developed herein included 30 items distributed across seven dimensions. It was disseminated among public PE units in Greece, yielding a substantial 2,088 responses. Several tests were performed, including principal component analysis, confirmatory factor analysis and structural equation modelling.
Findings
The findings supported the validity and reliability of the instrument, confirming that the proposed measures encapsulate actual dimensions that are most suitable for exploring evaluation perception and readiness in the context of TQM in PE. The study explored several correlations between the validated dimensions and independent variables such as gender, level of education, years of teaching experience and age. These analyses yielded additional valuable insights, enriching the depth of understanding provided by the present research.
Practical implications
The fields of TQM and PE lack empirical evidence. However, this study offers valuable insights into teachers’ perceptions of evaluation and broader quality improvement efforts. This can help school managers, policymakers and practitioners refine their implementation strategies for educational excellence.
Originality/value
To the best of the authors’ knowledge, this study is the first to focus on the examination of evaluation as a key aspect of TQM within the context of PE. Through the development and validation of a real-time measurement instrument, it bridges a significant research gap, providing practitioners and researchers with a vital tool to understand and improve educators’ evaluation perceptions, enabling targeted interventions for enhanced performance.
... Qualitative metasummary represents a unique approach to integrating qualitative and quantitative research findings on a topic by extracting descriptive findings from diverse studies and aggregating them through a quantitatively oriented approach [131]. The method provides a degree of rigor that allows for the generalization of results [186]. ...
Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods.
... Moreover, novice teachers focus on themselves and have superficial interpretations of classroom events, while expert teachers focus on preventing potential problems in the classroom. Anderson and Taner (2023) characterise expert teachers as student-centred, promoting interactivity throughout the class and achieving a balance in lesson structure through planning that encompasses curricular content. This is achieved using regular and flexible routines that allow adaptation to student demands through improvisation. ...
... Dicho esto, la discusión sobre la enseñanza vinculada a las formas de pensar del estudiantado sigue siendo relevante, sobre todo debido a la prevalencia de enfoques de enseñanza basados exclusivamente en el conocimiento disciplinar biológico en lugar de enfocarse en el conocimiento de las complejas interacciones entre esos contenidos con las concepciones de los estudiantiles. Esto es especialmente relevante debido a que se ha reportado que un atributo distintivo de un profesor experto es su alto compromiso intelectual y emocional por la materia que enseña, una fuerte crítica a su práctica y un deseo continuo de mejora y aprendizaje a lo largo de su carrera (Anderson y Taner, 2023). ...
El razonamiento pedagógico es fundamental para desarrollar prácticas de enseñanza informadas, pero su pleno potencial se ve limitado por la reflexión convencional que habitualmente se promueve, limitando la capacidad del profesorado para explicar los motivos detrás de su práctica. En ese contexto, se diseñó un estudio cuantitativo con el objetivo de caracterizar el razonamiento pedagógico de 32 profesores de Biología en servicio ante una situación hipotética de clase que, implícitamente, da cuenta de un obstáculo epistemológico teleológico sobre evolución, a partir del cual los participantes perciben, predicen y justifican. Los hallazgos revelan que los profesores noveles son más propensos a identificar un obstáculo epistemológico, mientras que la capacidad para justificar las predicciones es un aspecto desafiante tanto para profesores noveles como experimentados.
... the knowledge and skills necessary for delivering academic content, designing engaging lessons, managing classrooms effectively, and fostering strong student-teacher relationships along with their perspective and experience(Anderson & Taner, 2023) 2 The CASEL framework organizes core SEL skills into five competency areas:self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2024).3 In the original drafting of content, structure, and lessons, TRAILS clinical staff contracted K-12 classroom instructors to contribute to lesson content and activities, integrating CBT and clinical expertise with classroom management, lesson design, and student development expertise. ...
... B. Fachwissenschaftlerinnen und -wissenschaftlern) am deutlichsten unterscheiden (z. B. Anderson & Taner, 2023;Shulman, 1986Shulman, , 1987Bromme, 1992;Baumert & Kunter, 2006. Der amerikanische pädagogische Psychologe Lee Shulman formuliert dies bei Vorstellung seiner einflussreichen Taxonomie des Professionswissens von Lehrkräften folgendermaßen (1987,8): ...
Alfred Lindl (alfred.lindl@ur.de), junior research group leader at the University of Regensburg (Bavaria), addresses two central questions “What constitutes a good Latin teacher?” and “What does teaching quality in Latin mean?”. He presents various positions from educational science and subject-matter didactics and introduces a current research project that examines these two questions in more detail. Finally, he discusses the added value of such research for classroom practice and teacher training.
... Chen et al. (2021) noted that these technologies facilitate adaptive and situationally sensitive reviews that are not necessarily centered on academic standards alone but also on behavioral and involvement dimensions (Wu et al., 2022). Anderson and Taner (2022) also mentioned that portfolio-based assessment is more inclusive and can consider various skills and competencies in imaginative educational scenarios. This development is a step toward more comprehensive and inclusive educational evaluation. ...
This study examines the integration and optimization of the educational evaluation system in the era of the knowledge economy and discusses the use of innovative education technology. It also observes the expressiveness and thorough diagnostic ability of these modern tools, such as AI, VR, and adaptive learning systems, that will be used to replace traditional assessment methods. This paper reviews the literature to examine how intelligent education technologies can revolutionize education, focusing on the knowledge-based economy in which information and skills are king. They are contrasted with typical evaluation methods, such as standardized tests, which tend to overlook individual differences in learning abilities and underplay the importance of essential global skills. Using a quantitative research approach, the study employs secondary data to assess the effect of intelligent education technology on educational assessment systems. It analyzes the connection between technology integration and disparate educational results, taking factors like the form and depth of smart education and the types of student and teacher evaluations as examples. These factors are important in evaluating the efficiency of intelligent education technologies in the knowledge economy. The study finds that introducing such technologies into evaluation systems is a complex issue influenced by teacher training, student involvement, and socioeconomic status. Given the nature of the knowledge-based economic system, it explores the impact of innovative education technology on educational assessment. These technologies are very popular, but we still need to clearly understand their impact on improving evaluation systems, so we must systematically consider all educational process aspects. This study, which is data-driven and heavily reliant on published reports and data, points the way to future efforts that will employ qualitative methods to ensure that a wider range of observations related to technology deployment in the knowledge economy will be included.
... Expert teachers are individuals who have extensive teaching experience spanning more than five years, are knowledgeable in their subject matter, and are recognized as exemplary teachers by relevant groups (Palmer et al., 2005). They have an indepth understanding of the needs and learning styles of their students and can design and implement effective teaching strategies to assist students in reaching their learning objectives (Anderson & Taner, 2023;Raduan & Na, 2020). Novice teachers are those who are new to the teaching profession and have limited classroom experience. ...
Competency-oriented student activities are an important means of enabling teachers to move from teaching fundamental knowledge to developing students' subject competencies. To examine mathematics teacher novice–expert differences in organizing competency-oriented activities, this study collected data from three consecutive lessons taught by an expert and a novice teacher respectively. Epistemic network analysis (ENA) was used to identify the co-occurrence and structure of students' activities in each lesson. Results of the coding-and-counting method show statistically significant differences in the types of students’ activities related to mathematics competency across the lessons taught by the expert teacher, but not in those taught by the novice teacher. By recognizing the temporal relationships between different activities, the ENA of the consecutive lessons reveals that the expert teacher facilitated better mathematical content and lesson connectedness by establishing connections between competency-oriented activities following the sequence of understanding-applying-transferring and innovating (Wang et al., 2022). In contrast, the novice teacher organized more mathematics activities on understanding and applying, without building connections via transferring and innovating across three lessons. The results of the ENA are also supported by qualitative analysis. Finally, the implications, limitations, and possibilities for future research are discussed.
... As an experienced educator, I was also acutely aware of the pivotal role that relationships play in learning. In Anderson and Taner's (2022) [24] metasummary of expert teachers, they described how expert teachers subscribed to the significance of "interpersonal relationships" and found ways to foster and demonstrate care and support. This metasummary also underscored the importance of relational labour in teaching because it underpins how teachers engage, motivate and manage learning behaviour. ...
The hubbub of teaching lives is enriched by the relationships between students, colleagues, parents and the larger schooling community. When these relationships are disharmonious, attending to the dissonance within these relationships may offer insight into teachers’ relational work. This autoethnographic article focuses on one international elementary school teacher’s experience of teaching online in West Africa during COVID-19. Teaching online in a developing country with political and physical instabilities compounded the chaotic experience of living and working during the pandemic. Guided by this research question, “How did online learning impact my relationship with students?”, the author utilized writing as an inquiry approach to make sense of the challenging aspects of her online teaching experiences. By delving into narrated moments, the author engaged in reflexive analysis of storied experiences. This process illuminated the meaning-making steps that she took to appreciate the nuances contained within specific moments that she had with a student and his father. Through storying and re-storying these moments, the author wondered and metaphorically wandered to unearth potential emotions, assumptions and motivations that permeated her experiences. Such an explorative focus on teachers’ subjective meaning-making process augments the wider body of work on online education and, in particular, this study’s inquiry into the complexity of educational relationships through a narrative lens offers insights into the inner workings of teacher emotions and feelings. This paper reveals how teachers may benefit from adopting a reflective and reflexive sense-making approach towards understanding their emotions, feelings, responsibilities and relationships with students and parents, especially during a time of crisis. This article contributes to the ongoing discussions about the complexities of teachers’ relational work and it enriches the extant literature on online education by shedding light on the individualistic ways that teachers cope with the uncertainties of teaching during a time of crisis. Deeping our collective understanding of how teachers cope can help us to provide better support for teachers and students during crises such as COVID-19.
... The pedagogy literature by Baguma et al. (2019) contributes to developing thinking skills. Additionally, Anderson and Taner (2022) point out the importance of HOTSrelated pedagogical skills for effectively engaging low-advantage learners. Similarly, Singh and Marappan (2020) emphasize the significant impact of teachers' pedagogical skills in using HOTS activities, regardless of students' learning capabilities. ...
Integrating higher-order thinking skills (HOTS) into the mathematics curriculum has been a longstanding goal of the Malaysian education system. By recognizing its growing importance in enhancing students’ thinking abilities, this study explores the factors influencing the teaching of HOTS in primary schools across Malaysia. A quantitative research approach is used to analyze 269 randomly selected mathematics teachers from primary schools in Temerloh, Malaysia, to investigate the impact of four influencing factors: teachers’ knowledge of HOTS, pedagogical skills, attitude, and barriers to teaching HOTS. The findings from this study revealed that all four influencing factors significantly predict the teaching of HOTS among Malaysian mathematics teachers. These results hold significant promise in enriching teaching practices and fostering HOTS integration within the school context. By providing valuable insights into the dynamics of teaching HOTS, this study aims to equip teachers, schools, and administrators with essential resources to enhance students’ academic achievements. The implications of this research are far-reaching and hold the potential to revolutionize the learning and teaching landscape in Malaysia, not only in mathematics but also in other disciplines, thereby elevating the overall learning experience.
... Teachers' professional vision is known as a key competence of professional teachers (Berliner, 2001;Gegenfurtner et al., 2011;Lachner et al., 2016;König et al., 2022;Anderson and Taner, 2023). It is defined as the ability of teachers to recognize and interpret relevant classroom situations (Seidel and Stürmer, 2014). ...
In classrooms, ethnic minority students are often confronted with several disadvantages – such as lower academic achievement, more negative teacher attitudes, and less teacher recognition – which are all well examined in educational research. This study sought to understand if more negative teacher attitudes and lower teacher recognition are reflected in teacher gaze. Controlling for student behavior, do teachers look more on ethnic majority than on ethnic minority students? If teachers have a visual preference for ethnic majority students in their classrooms, then we would expect that teachers show a higher number of fixations, longer duration of fixations, and shorter times to first fixation on ethnic majority compared with ethnic minority students. To test this assumption, we designed an explanatory sequential mixed-method study with a sample of 83 pre-service teachers. First, pre-service teachers were invited to watch a video of a classroom situation while their eye movements were recorded. Second, after watching the video, they were asked to take written notes on (a) how they perceived the teacher in the video attended to ethnic minority students and (b) which own experiences they can relate to situations in the video. Finally, a standardized survey measured participants’ age, gender, ethnic background, explicit attitudes toward ethnic minority students, self-efficacy for teaching ethnic minority students, and stereotypes associated with the motivation of ethnic minority students. Results indicated that, in contrast to our hypothesis, pre-service teachers had longer fixation durations on ethnic minority compared with ethnic majority students. In addition, pre-service teachers’ explicit attitudes correlated positively with number (r = 0.26, p < 0.05) and duration (r = 0.31, p < 0.05) of fixations, suggesting that pre-service teachers with more positive attitudes toward ethnic minority students also looked more and longer on ethnic minority students. Furthermore, qualitative analyses indicated that pre-service teachers associated the disadvantaged situations for ethnic minority students with teachers’ stereotypes and student language difficulties; they also referred to their own ethnic minority when reflecting on specific situations in the video. We discuss these findings considering their significance for teacher education and professional development and their implications for further research on dealing with student diversity.
... ET helps to operationalise a concept of Science Religion Encounter. Secondary teachers must be viewed as experts in their very own fields whether in science or in religious or ethical studies (Anderson & Taner, 2023). For example, a secondary school science teacher is not expected to have in-depth expertise in topics in RE such as religious ethics or how religious people read creation narratives. ...
This study advances a concept of science religion encounter (SRE), with preliminary theorisation and shares findings on the extent and nature of such encounters reported by secondary religious education and science teachers. SREs are interdisciplinary engagements in classrooms involving subject knowledge from more than one subject. The researchers hypothesised they may arise unexpectedly, when a pupil asks a question, or be teacher-planned and intended. This article further elaborates the concept of SRE with reference to the concepts of ‘epistemic trespassing’ (ET), epistemic neighbourliness, and overlapping domains, introducing these to the field of education. The study is contextualised in the school classroom with quantitative data gathered among beginning and experienced teachers measuring whether this ET in SRE topics enter the classroom via ‘spontaneity’ or via a ‘deliberateness’. This clarifies the different roles a teacher may play and offers considerations for teacher development when navigating an SRE in ways that potentially reduce lost learning.
... The essence of the method is to arouse students' interest in a particular problem and to acquire knowledge and skills to solve it. The same element of educational influence can act as a method and a means, depending on the perspective viewed (Anderson & Taner, 2023), (Miksza et al., 2021). ...
The objective of this article is to identify the methodological characteristics involved in developing project competence among music students who are preparing to become future specialists. The study employed the analytical and bibliographic method to review the scientific literature on the formation of project competence in artistic specialties. Various methods were used for data analysis and processing, including induction, deduction, information analysis and synthesis, systemic and comparative analysis,logical and linguistic analysis, abstraction, and idealization. The study identified the theoretical aspects of project competence formation that are deemed crucial. It also provided perspectives from both scientists and practicing music teachers on key aspects of this issue. The findings highlight the significance of project competence in preparing future music teachers to meet the evolving needs of diverse fields such as science, technology, business, and the arts. Developing project competence among music students can contribute to their cultural, spiritual, social, and creative engagement, enabling them to implement professional knowledge effectively in thebroader socio-cultural context. Overall, this article emphasizes the importance of enhancing the professional training of future art teachers, especially in fine arts. It suggests that integrating project competence development into the curriculum can lead to the meaningful training of art teachers, fostering their abilities to meet the demands of contemporary society and contribute effectively to various domains.
... Novices focussed more on classroom behaviour and discipline, while experts prioritised student learning and the teacher's role in influencing developing events (Wolff, Jarodzka, and Boshuizen, 2017). A metaanalysis by researchers from the UK and Turkey (Anderson and Taner, 2022) established that expert teachers were more critically reflexive on their practice, sought to support colleagues more often and demonstrated lifelong learning activity more than other teachers. They were flexible in classroom management, had strong pedagogical knowledge and engaged students in the choice of content and activities. ...
Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty‐eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.
Um die Unterrichtsversorgung zu sichern, setzen viele Grundschulen in Deutschland Lehrkräftefach- und schulartfremd oder ohne grundständige Lehramtsausbildung im Unterricht ein. Dervorliegende Beitrag untersucht die Auswirkungen dieses Einsatzes auf die Unterrichtsqualitätund die Leistungen der Schüler:innen in der Jahrgangsstufe 4. Auf Basis der Daten des IQB-Bildungstrends 2021 erfolgte zunächst eine Aufbereitung mittels Multilevel Propensity ScoreMatching. Anschließend wurden Multilevel-Regressionsanalysen durchgeführt, um die Effekteunterschiedlicher Einsätze von Lehrkräften jeweils im Vergleich zu regulär eingesetztenLehrkräften unter Kontrolle von Merkmalen der Schüler:innen, der Klassenzusammensetzungund der Lehrkraft zu analysieren. Die Ergebnisse zeigen, dass sich die wahrgenommeneUnterrichtsqualität durch die Schüler:innen in den Fächern Deutsch und Mathematik in Klassenmit fachfremden, schulartfremden oder nicht grundständig ausgebildeten Lehrkräftengegenüber regulär eingesetzten Lehrkräften nicht unterscheidet. Hinsichtlich der Leistungender Schüler:innen zeigen sich nur im Fach Deutsch und nur für die von schulartfremdenLehrkräften unterrichteten Schüler:innen etwas geringere Kompetenzen. Der Beitrag schließtmit einer Diskussion der Implikationen für die Bildungsadministration und einem Ausblick aufweiteren Forschungsbedarfe.
Hintergrund und Ziele
Forschungsarbeiten zur professionellen Kompetenz von (angehenden) Lehrkräften greifen vermehrt auf videobasierte Testinstrumente zurück, die die auf das professionelle Wissen abzielenden Paper-Pencil-Testungen
ergänzen. Videobasierte Erhebungsansätze kombinieren Videomaterial von Unterrichtssituationen mit Testaufgaben und sollen so eine performanznahe Erfassung situationsspezifischer Fähigkeiten von Lehrkräften ermöglichen. Zunehmend werden
videobasierte Kompetenzmessungen bereits in der Forschung zur universitären Phase der Lehrkräfteausbildung eingesetzt. Allerdings weisen bestehende Konzeptualisierungen situationsspezifischer Fähigkeiten und korrespondierende
Messansätze hohe Heterogenität auf. Nur wenige Übersichtsarbeiten haben bisher
den Forschungsstand systematisch beleuchtet und Forschungslücken aufgezeigt. Darüber hinaus mangelt es an empirischen Belegen dafür, dass die Ergebnisse
videobasierter Testungen die Lernergebnisse der universitären Lehrkräfteausbildung angemessen widerspiegeln.
Im Rahmen von vier Beiträgen adressiert die vorliegende kumulative Dissertation die Nutzung videobasierter Testinstrumente zur Erfassung von Lernergebnissen
der universitären Lehrkräfteausbildung. Die Beiträge I und II beleuchten die Konzeptualisierung und Untersuchung sowie die standardisierte Messung situationsspezifischer Fähigkeiten am Beispiel des Konstrukts Teacher Noticing, das videobasierten Messungen oftmals zugrunde gelegt wird. Die Beiträge
III und IV erproben den Einsatz von zwei videobasierten Testinstrumenten in der universitären Lehrkräfteausbildung, den TEDS-FU-Videotest zur Erfassung von Teacher Noticing (pädagogische und mathematikdidaktische Aspekte) und
den CME-Decide-Test zur Erfassung der Entscheidungsfähigkeit im Classroom Management.
Methode
Die Publikationen I und II enthalten Literaturübersichten. Während Publikation I die Konzeption und Untersuchung von Teacher Noticing im Rahmen eines systematischen Literaturreviews behandelt, bietet Publikation II ein Scoping
Review, das sich auf vorhandene Testinstrumente zur Erfassung dieses Konstrukts konzentriert. Die Publikationen III und IV hingegen sind empirische Arbeiten, die den Einsatz jeweils eines Testinstruments bei angehenden Lehrkräften untersuchen.
Hierbei wurden Stichproben aus den Projekten TEDS-Validierung-Transfer (n = 313) und Zukunftsstrategie Lehrer*innenbildung (n = 284) herangezogen. Die Datenanalyse erfolgte anhand von Item-Response-Theorie-Modellen sowie Korrelations- und Regressionsanalysen.
Ergebnisse
In den Literaturarbeiten wird die beachtliche Bandbreite der Noticing-Forschung deutlich, wobei Teacher Noticing i. d. R. als das Zusammenspiel verschiedener kognitiver Prozesse, z. B. Wahrnehmung, Interpretation und Entscheidungsfindung, konzeptualisiert wird. Qualitative Ansätze dominieren hierbei deutlich. Bestehende Testinstrumente weisen konzeptuell sowie mit Blick auf die Operationalisierung große Heterogenität auf, wobei insbesondere im Hinblick auf die Konstruktvalidität Forschungsbedarf besteht. In den empirischen
Beiträgen zeigt sich, dass sowohl der etablierte TEDS-FU-Videotest als auch der neu entwickelte CME-Decide-Test für den Einsatz mit angehenden Lehrkräften geeignet sind. Sowohl die individuellen Voraussetzungen, insbesondere die Abiturnote, als auch institutionelle Bedingungen wie die Nutzung von Lerngelegenheiten zeigten geringe bis moderate Effekte auf die Testleistungen der angehenden Lehrkräfte.
Schlussfolgerungen
Insgesamt unterstreichen die gesichteten Forschungsarbeiten im Bereich Teacher Noticing die Relevanz der Berücksichtigung situationsspezifischer Fähigkeiten in der Forschung zur Lehrkräftekompetenz, wobei videobasierte Testungen einen zentralen empirischen Zugang darstellen. Die
Heterogenität bestehender Konzeptionen und Operationalisierungen erschwert jedoch die Vergleichbarkeit von Forschungsergebnissen, beispielsweise mit Blick auf die Entwicklung situationsspezifischer Fähigkeiten sowie deren Bezüge zu anderen Konstrukten. Die Ergebnisse empirischer Studien könnten dabei maßgeblich von der spezifischen Operationalisierung abhängig sein. Trotz der begrenzten
Varianzaufklärung durch die Nutzung von Lerngelegenheiten erscheinen die videobasierten Testinstrumente, die im Fokus des empirischen Teils der vorliegenden Arbeit stehen, grundsätzlich geeignet, um den Kompetenzerwerb in
der Lehrkräfteausbildung zu erforschen, insbesondere im Kontext einer Programmevaluation. Auf dieser Grundlage werden Implikationen für zukünftige Forschungsarbeiten formuliert, die unter anderem eine explizite Berücksichtigung
von Methodeneffekten sowie die Anregung weiterer Theoriebildung einschließen.
Mathematics has been proven to be a difficult subject for students. At Ferrol National High School, the student proficiency in quarterly periodical test was 56.28% as against the 75% standards. This study developed an Onhan supplementary module on operations on integers to provide struggling learners the chance to learn operations on integers using the learners’ first language as the medium which students under open high schools in other Onhan-speaking municipalities can also use. The developed material underwent validation from five content experts based from the DepEd’s guidelines and processes for Learning Resource Management and Development System’s predetermined criteria. The materials were further assessed by two Onhan language experts, selected intended users, and pilot tested to grade seven students. The result of the validation revealed that the developed Onhan supplementary learning module was very satisfactory (M=3.76). The comparison of pretest and posttest of students’ scores after pilot testing showed a significant mean difference, with the post-test recording 9.6% points higher than the target of 75%. This implies that the developed supplementary module contributed to the improvement of the performance of the students in operations on integers, (t=-11.511, p=.000). Furthermore, the words and sentences used in the developed Onhan supplementary learning readability were found appropriate for Grade 9 and may be adjusted to fit the target users.
Drawing on in-depth interviews with six Chinese Mingshi (expert teachers), this qualitative study examined how these teachers became Mingshi through three decades of endeavors. Using 53 critical events as landmarks, we found that these teachers first stood “up” as effective teachers in classrooms, next stood “out” as leading teachers in local communities, and then stood “ahead” as model teachers in the country under the influence of an array of personal, interpersonal, and institutional factors. The research findings constitute a Chinese model of teacher development, which contributes scholarly new insights and suggests practical implications to the field of teacher education.
The research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students' many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings.
An increasing number of research groups worldwide use eye tracking to study the professional vision and visual expertise of pre-service and in-service teachers. These studies offer evidence about how teachers process complex visual information in classrooms. Focusing on this growing evidence, the present meta-analytic review (k = 98 studies) aims to systematically aggregate and integrate past eye-tracking research on teacher professional vision and teacher noticing. Four goals are addressed. First, we review the methodological characteristics of past eye-tracking studies in terms of their sample, stimulus, and eye movement characteristics. The results show that most studies use mobile eye-tracking devices in action or remote eye trackers with classroom videos on action; less frequently used are photographs and virtual classroom simulations. The average sample size of the reviewed studies is 13 in-service and 13 pre-service teachers per study, indicating the benefit of meta-analytic synthesis. Second, we meta-analyze expertise-related differences between experienced and inexperienced teachers in two frequently used eye movement measures—teacher gaze proportions and the Gini coefficient as a measure of teachers’ equal gaze distribution in the classroom. Results suggest that experienced teachers had higher gaze proportions on the students in the classroom than inexperienced teachers (g = 0.926) who, in turn, gazed more often on instructional material and other objects in the classroom. Experienced teachers distributed their gaze more evenly than inexperienced teachers between students in the classroom (g = 0.501). Third, we synthesize the results reported in eye-tracking research on the processes of teacher professional vision using the cognitive theory of visual expertise as an organizing framework; the review also discusses boundary conditions of eye-tracking research with regard to student, teacher, and instructional characteristics. Fourth, we review studies exploring the use of gaze replays and eye movement modeling examples as an instructional tool to support reflection in teacher education and teacher professional development.
Drawing on Bernstein’s sociology of education, this article offers a critical discussion of the origins, assumptions and values of educational linguistics since its foundation in the 1970s. It argues that the sociohistorical context in which the field emerged led to its areas of focus and mission being based on a number of problematic assumptions originating in a primarily Anglophone, Chomskyan theory of language and learning; assumptions that have led to it promoting a strong ‘competence model’ (Bernstein’s term) of education ever since, thereby exacerbating the disconnect between applied linguist and language teacher communities. After identifying important changes in language learning contexts and characteristics worldwide since the 1970s, the article presents a framework for reimagining educational linguistics that looks beyond competence to also recognise the validity of both literacy and pluralist orientations to education and the need for systems, institutions, programs and teachers to move flexibly or choose eclectically along a continuum between these. It discusses the implications of this reimagined vision, including for understandings of relationships in the classroom, notions of authenticity in texts and communities, language modality, curricular outcomes, assessment and language repertoires. A reimagined research agenda is also offered that it is hoped will support attempts to make educational linguistics relevant to the widest possible range of practitioner communities worldwide.
To understand the factors that impact the science interest of the young people in this case study it is important to look further at interest and in doing so find out how promoting interest in, positive attitudes towards, and motivation in the science classroom can lead to engagement with the subject. Thus, in this chapter I have examined the factors from the research literature contributing to a decline (or otherwise) in positive attitude towards science over the primary/secondary interface and through secondary school, which is the context of this case study. First the importance of fostering interest, positive attitude, motivation, and engagement in science is outlined; this is followed by brief definitions and analyses of these constructs in the context of school science; finally, research-based teaching strategies relating to science education that have been found to influence interest, attitudes, motivation, and engagement are presented.
This chapter provides revelations from the young people and teacher narratives surrounding the impacts of the young people’s development of interest in science and exploration of their attitudes and motivation towards and engagement in science. I have first discussed how teaching practices that emerge from the voices of these 14 young people impacted their ‘science interest’ (SI) and led to ‘situational’ or ‘individual’ interest. I also unpack teaching practices that appear to result in negative attitudes, disinterest, and disengagement. Further, aspects that have been identified in the literature that impact interest, attitude, motivation, and engagement in science (Fig. 2.1) are addressed in the context of the findings: relevance of science; lack of challenge; self-esteem in science; and social and family aspects. Finally, I discuss the urgency and significance for teachers to inspire young people in science.
In this paper, the content knowledge and pedagogical content knowledge of teachers of Latin as a foreign lan-guage are modelled and examined using a convenience sample (N = 216) with newly validated test instruments.Bivariate correlations show significant relationships between domain-specific professional knowledge and in-dicators of school or academic success, but no relationships with professional experience. In a confirmatoryfactor analysis, the two categories of knowledge can be separated according to theory. Their correlation is loweramong in-service teachers than pre-service teachers, as multigroup analyses suggest. Furthermore, in-serviceteachers have more content knowledge and pedagogical content knowledge than pre-service teachers.
This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus’ (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and crosscase analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education coteachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
This paper reports on a comparative case study of the multilingual practices of eight secondary teachers of English from across India, all identified as experts of their contexts using multiple criteria. Both qualitative and quantitative data from classroom observations, interviews and other sources were collected, analysed and compared across cases. It finds that, while there was noticeable variation among the participants, all engaged in complex translingual practices that were inclusive of their learners' languages, invariably prioritising learner participation over language choice. It also finds that, in each context, learners invariably mirrored the varied translingual practices of their teachers, and that the practices of the classroom community were found to be reflective of practices in wider Indian society, enabling learners both to meet the normative requirements of monolingual written exams while also learning to integrate English more flexibly in their spoken repertoires. Given these findings, two recommendations are offered for educational policy and practice, both in India and comparable multilingual contexts across the Global South: for policy-makers and institutions to avoid the unqualified endorsement of monolingual target language (e.g. 'English-only') practices in language instruction, and for teachers to prioritise learner inclusion in classroom discourse and activities over maximal target language use.
This thesis reports on a comparative case study of teacher expertise involving eight teachers of English working in state-sponsored secondary education in varied contexts across India, each identified using multiple criteria. An original, participatory design involved a planning workshop prior to data collection to enable participants to contribute to the study’s research questions and plan other outputs of use. Qualitative and quantitative data were analysed to identify similarities and differences both among participants and in relation to prior research on teacher expertise. The findings document many shared features and practices among these expert teachers, which were usually less frequently observed among their colleagues, including well developed PCK and English proficiency, beliefs in building learner self-confidence, engaging learners and ensuring understanding of lesson content. In the classroom participants demonstrated warm, inclusive, supportive relationships with learners. Key similarities in pedagogic practices include the frequent use of interactive whole-class teaching balanced with regular learner-independent activities including both collaborative learning and active monitoring to provide differentiated individual support. Their professionalism was underpinned by extensive reflection, lifelong learning and care for their learners, whose opinions they valued most. Variation among participants was most evident in classroom practices, revealing clinal differences relating to their conception of subject and degree of control over classroom processes. While multilingual practices also varied, all participants were inclusive of their learners’ languages and used them themselves. Strong agreement with the findings of prior studies of teacher expertise was also found, although important differences include participants’ prioritisation of inclusion and confidence-building over setting high standards, their focus on learner understanding over higher-order thinking skills and their varied strategies for helping learners assimilate content from highly ambitious curricula. Implications for research on teacher expertise, particularly in the Global South, improving teaching quality in low-income contexts, and teacher education in India are explored.
The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews.
The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews.
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics —self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.
The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.
What makes an expert university teacher? Answers to this question can be found in a multitude of publications, but so far there has been little insight into what these answers have in common. More common ground regarding what teacher expertise entails is necessary for research and support of the professional development of university teachers. To this end, this study aims to find consensus regarding what constitutes teacher expertise in higher education by identifying teacher tasks. We conducted a systematic review in which 46 frameworks for teacher expertise from research and practice contexts were identified, analysed, and synthesised. Six teacher tasks were distinguished: 'teaching and supporting learning', 'educational design', 'assessment and feed-back', 'educational leadership and management', 'educational scholarship and research', and 'professional development'. Additionally, the following three dimensions for task-related development were found: 'better task performance', 'ability to carry out a greater variety of tasks', and 'a larger sphere of influence'. We present and visualise these tasks and task-related dimensions for development as the UNIversity Teacher Expertise (UNITE) synthesis. The synthesis both reflects and contributes to consensus about teacher expertise in higher education, which further research can build on. In academic practice, this synthesis could support teachers' reflection on their professional development and inform faculty development programmes and career policies. Further research is required to validate the results of this study, in particular the dimensions for development. Other suggested areas for future research are to explore how development in different teacher tasks is interrelated, as well as developing and investigating tools and interventions based on the perspective and findings of this study.
Many studies have been conducted to identify the best teaching practice in order to understand and improve educational processes. As many teachers have been recognised as the expert in their field, it is vital to explore their thinking process and understand how their minds work. This paper reports the findings of a case study which explores the beliefs held by English language expert teachers in teaching and learning. The participants were two expert teachers from two boarding schools. Data were collected through two semi-structured interviews, classroom observations and stimulated-recall interviews over the period of four weeks for each participant. The findings demonstrate that expert teachers' beliefs reflect constructivist teaching and the belief were developed through teachers' personal experience of learning the language, experience in teaching, and professional development courses. The study implicates the importance of teachers to identify their beliefs in teaching and learning as it will shape their instructional approaches and classroom practices.
This research explored the practices of one science teacher, expert in her field, as she worked to enact science discourse that incorporated language in naturalistic and rigorous ways. Difficulties in mastering the language of science contribute to troubling and persistent achievement gaps across demographic and gender groups. Science learning is based in discourse, with knowledge built by asking questions, exploring, revising views and asking new questions. But all too often students are not able to participate fully in these opportunities for discourse that is engaging and exploration due to the difficulty of science language. Qualitative analysis of this teacher's use of science discourse to establish clear links between essential science language and concepts and pre/post analysis of a science language assessment reveal important ways that teachers and researchers can work together to design and deliver instruction and assessment that supports students' mastery of sophisticated language and concepts. Results have implications for theory regarding science discourse; language learning, and conceptual development; and provide a model for teacher-researcher partnerships exploring important problems of teaching practice.
When limited data exist on an important health topic, or where both qualitative and quantitative studies are used to generate similar types of data, questions arise over the best way in which to utilise the available data in order to produce a review. Studies that are relevant may be of varying quality and different methodological traditions. These were the issues faced by Shakespeare et al (BJOG 2018 …..), when conducting a synthesis of studies on care after stillbirth in low and middle income countries. This article is protected by copyright. All rights reserved.
The study presented in the paper has the following goals. The first is to review and compare teacher competence frameworks developed in Eastern (Chinese) and Western (German) contexts, exemplified for the domain of mathematics. Major similarities of the two contexts could be reconstructed in the conceptualization of teacher competence as a multidimensional construct comprising knowledge, teaching-related skills and beliefs. Distinct differences could be identified as well, with the Chinese frameworks including a wider range of teacher-competence facets and emphasizing more teaching-related competencies than the Western (German) frameworks. The second purpose is to adapt and validate a German framework of the measurement of mathematics teacher competence in a Chinese context. This adaptation and validation uses exemplarily mathematics teacher, in detail follow-up-studies of the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M). With the integration of a qualitative approach (e.g. elemental validity) and a quantitative approach (e.g. construct validity) to validate the framework, the results of both approaches suggest a satisfactory validity for the adaptation. Overall, the results point out that the examined teacher competence framework and its instruments can be used for comparative analyses in Germany and China.
Purpose
The urgency of improving the schools call for a distributed instructional leadership model where teachers are not just recipients of professional development, but also active leaders who are coaches and mentors for their peers. The purpose of this paper is to examine the teacher leadership development system in Shanghai, and identify pathways to constructing actionable models that develop and maximize instructional expertise.
Design/methodology/approach
This is a qualitative study. Purposive sampling was conducted to select four teaching-study groups from a frame that included all certified “expert teachers” from a large Shanghai district with about 9,000 teachers. Grounded theory approaches were used to understand “what actually happens in the teachers’ world.” Participative observations (of lesson delivering and collaborative decoding), semi-structured interviews, teachers’ reflective journal entries, and video recording of group work and lessons were the main measures of data collection.
Findings
Three key features of expertise infusion were identified: recognizing, differentiating, and labeling teacher expertise at multiple mastery levels; providing expert teachers with support and leadership responsibilities to lead practice-embedded and cross-school peer learning; and creating a roadmap for teachers to chart continuous learning pathways individually and build an enhanced content pedagogical knowledgebase collectively.
Originality/value
Results from this study provide the impetus for further exploration in how Shanghai continuously share and improve good teaching systemically, which could be informative to US schools and districts in their effort of redesigning professional development that maximizes available expertise among teachers and stimulates teacher-led action research for student learning.
This study aims to reveal the teaching script and structure of lesson practice of two seventh-grade Japanese mathematics teachers—a “novice” and “expert”—through comparative analysis of mathematics lessons. Specifically, it aims to clarify how the teachers’ views of teaching as tacit knowledge determine lesson structure and share the same culture in different forms in practice. This comparative analysis shows how the lessons can be described as sharing the same teaching culture in different forms from the following two perspectives: (1) methods of mathematical communication between teacher and students, and (2) approaches to dealing with mathematical concepts.
In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics “expert” teachers. Exploiting the Western and Eastern literature we examine the notion of “mathematics teaching expertise”, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers’ representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers’ views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of ‘resources’. The significance of the study relates to the enhancement of mathematics teachers’ expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning.
Visual expertise has been explored in numerous professions, but research on teachers’ vision remains limited. Teachers’ visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices’ viewing was more dispersed whereas experts’ was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers’ attention was more scattered across the classroom. Experts’ perception appears to be more knowledge-driven whereas novices’ appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.
The study focuses on foreign language teachers’ immediate and broader environment and its influence on their professional development towards expertise from their own perspectives. The study was conducted within a research project dealing with the nature of expertise of foreign language teachers. Its last, third, phase, which we are to present in this study was diachronically oriented and aimed to explore the determinants of the development of foreign language teachers’ expertise. The data were collected in biographic interviews with 8 teachers at Czech lower secondary schools. Content analyses of verbal protocols based on theory-driven system of categories was used bringing some interesting results. © 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.
This book was the first handbook where the world's foremost 'experts on expertise' reviewed our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
Background/Context
Literacy has been traditionally posited as a primary educational goal. The concept is now understood in the literature as extending way beyond the mere technicalities of proficiency in reading and writing, encompassing a broad range of skills and practices related to comprehension, communication, and the ability to use texts in multiple settings. Cultural literacy and critical literacy are two conceptual models frequently used to understand the essence of literacy and why it is a worthy educational goal. Each model prescribes different curricular goals and preferred teaching practice in educational settings spanning all disciplines and age groups. In this article, we suggest a third conceptual model, identity literacy, based in developmental psychology's concept of identity. We define identity literacy as readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system—that system within which they define themselves and their relation to the world. Setting identity literacy as a goal of teaching frames the practice of teaching texts differently than the other models.
Focus of Study
The concept emerged from a qualitative study focusing on high school teachers who primarily teach texts in the classroom. The study examined their goals and justifications for their chosen practices of teaching texts and examined these in light of extant literature regarding literacy, and the literature on identity development.
Setting and Participants
Twelve expert teachers of the curricular subject of Jewish thought taught in the Israeli nonreligious school sector served as the empirical foundation for developing the concept.
Research Design
Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Teachers were interviewed twice: once regarding their life story, reasons for becoming a teacher, and general goals in teaching, and once after they were observed teaching, regarding their reflections on the practices they employed in teaching texts. Common themes were identified using techniques based in grounded theory analysis.
Findings/Results
Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.
Conclusions/Recommendations
The concept of identity literacy is suggested as an alternative conceptual lens with which to frame the purpose and practice of teaching texts in the classroom that may be relevant to teachers in a broad range of school disciplines.
This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers.
The author clarifies the nature of expertise in language teaching, its development, and how teachers employ it. This book is the first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Exploring the classroom practices of her subjects in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its development, and how teachers employ their expertise in teaching. In the process, the author critically examines an extensive literature on teacher cognition and shows how teachers' theories, knowledge, experience, and goals shape their classroom practices and their ability to move from novice to expert.
The study investigates 39 novice and expert teachers’ perception, interpretation and decision-making skills with respect to classroom management events which they observed in two video clips. Their retrospective comments were analyzed with a multi-category coding scheme. Experts interpreted more and suggested more alternative courses of action than novices. They also focused more on student learning and the context of instruction. Concerning the relation of skills and focus, experts perceived and interpreted more than novices when talking about students while making more suggestions when addressing the teacher or the context. Experts spoke more often about preventive classroom management. Conclusions for developing expertise are drawn.
In supporting their students’ learning in the classroom, noticing is an important professional skill for teachers, encompassing perceiving and interpreting relevant incidents, as well as ad hoc decision-making. While noticing is an established research topic in other domains, it remains largely neglected in relation to the geography teacher. The paper compares the noticing skills of geography teachers at three different stages of their professional development. Qualitative content analysis of teachers’ think-aloud responses to video vignettes of geography teaching revealed that the three groups differed in terms of number of incidents perceived, interpretive stance, and decision-making.
What does ‘student-centred’ or ‘learner-centred’ education (SCE/LCE) mean? This study answers that question through a meta-analysis of 326 journal articles. An initial 10-aspect framework emerged from an inductive analysis of 10 key texts. This framework was subsequently condensed into 6 aspects: ‘Active participation’, ‘Adapting to needs’, ‘Autonomy’, ‘Relevant skills’, ‘Power sharing’ and ‘Formative assessment’. The definitions used in each of the 326 texts were then coded deductively. The findings indicated that SCE/LCE has been defined inconsistently in the literature. ‘Active participation’ was the most mentioned aspect, whereas ‘Power sharing’ and ‘Formative assessment’ were the least mentioned. The author argues that a flexible 10 or 6-aspect framework for defining SCE/LCE is useful for teachers, teacher educators, researchers and policy makers. Key limitations of the study are recognised, in particular the inherent subjectivity of the coding and categorisation process.
In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the teacher apprenticed the students into practices related to historical thinking concepts. I found the teacher engaged students in disciplinary literacy practices through discussing the constructed nature of historical accounts; allowing students to analyze primary sources using heuristics, tools, and instructional sequence; and engaging students in making claims from evidence over the course of the inquiry. This paper highlights the possibilities for disciplinary literacy instruction in elementary schools.
Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers’ identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four expert language teachers’ metacognitions about identities and how such metacognitions influenced their identity work in China. The findings demonstrate four major types of metacognitive experiences: (1) ascertaining, prioritizing, and claiming existing identities; (2) imagining, planning, and constructing new identities; (3) crafting a fluid and interconnected identity web; and (4) engaging in distributed identity construction. While engaging in such metacognitive experiences, the participants also drew on various forms of metacognitive knowledge (e.g., their knowledge about strategies, tasks, and themselves) and strategies (e.g., asking metacognitive questions, making explicit identity claims) in their identity (re)construction. The study adds to the current teacher identity literature by highlighting the critical role of metacognitions in guiding language teachers to manage, regulate, and distribute their identities. Practical implications for language teaching and teacher education are provided.
Teachers are confronted with multiple stimuli during instruction. To teach responsively, they must be able to identify and address classroom incidents that are critical for student learning. In the literature, the term “noticing” is used to refer to teachers’ perception and interpretation of such incidents, as well as the associated decision-making. This qualitative study explores geography teachers’ ability to notice pertinent stimuli. For this purpose, two staged video vignettes of subject-specific critical incidents were constructed. Expert geography teachers watched the vignettes, stopping them to comment whenever they noticed something critical. The findings indicate that a majority of teachers perceived the incidents in the manner intended by the authors. Analysis of the teachers’ comments revealed four types of interpretation. While the participants did not always make a decision about how to respond to an incident, the analysis also identified two types of decision-making.
Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of representations. However, the Chinese teacher incorporated students’ self-generated representations and facilitated students’ active modeling of quantitative relationships. Finally, the Chinese teacher asked a greater number of deep questions than were suggested by the textbook. These deep questions often occurred as clusters of follow-up questions that were either concept-specific or promoted comparisons which facilitated connection-making between multiple representations and solutions.
This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.
Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic specific professional knowledge and reflective practice of the participants. The interview participants offered their insights into changes that occurred in their teaching strategies and practices as they progressed in their expertise. They also reflected on changes that they undertook over time within their teaching contexts in terms of engaging students and assessment, and what advice they wish that they had been given as new tertiary teachers. We have identified signposts of expert teacher professional knowledge and skill that further expand on our previously published outcomes including: seeking immediate feedback from students; a tendency to reduce total content to a critical minimum; reflective practice; and a willingness and ability to modify teaching approaches. The outcomes support our previous findings that tertiary chemistry teachers had primarily developed their PCK through their own teaching experiences and awareness of their own students’ outcomes, filtered by their individual beliefs and backgrounds. In this study, we provide new insight into the nature of inherent reflective practice that has evolved by experience rather than through formal professional development.
This study reports five Dutch expert history teachers’ approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects’ perspectives in different temporal layers. The lessons were observed and videorecorded, and the teachers were interviewed. Lessons were analyzed using a theoretical framework in which three different temporal layers of perspectives were distinguished, each with its own educational function. Teachers addressed multiple temporal layers and functions of multiperspectivity in almost all of their lessons. However, teachers’ focus on temporal layers and function differed between lessons. Four categories of considerations for or against introducing specific subjects’ perspectives were found: functional, moral, pedagogical, and practical. Moreover, teachers engaged in “normative balancing,” meaning that not all perspectives were perceived as equally valid or politically desirable, showing where multiperspectivity ends.
Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic classroom events. Two types of videos presented problematic events, displaying either unrelated problems, such as disengaged, off-task students, or interrelated problems leading to a flagrant disruption. Predicted differences in teachers’ verbalized interpretations were analyzed through a multi-category coding scheme. All coding categories showed significant main effects for expertise. Novices interpretations focused on issues of behavior and discipline. Experts were markedly focused on student learning, stressing the influential role of the teacher on events arising in the classroom.
The research has explored EFL teachers' expertise in lesson planning by investigating the planning process through focus groups and interviews. It reveals that expert EFL teachers' performance in lesson planning features more fluency and efficiency, more concentration on learning process design and an M-M-M/F¹ M-M-M/F pattern refers to the way expert EFL teachers select teaching activities in lesson planning. The three MS are short for Meaning-focused activities respectively at pre-, while- and post-reading stages, while F refers to Form-focused activities at the post-reading stage. pattern of activity selection. Their performance is compatible with and underpinned by expert EFL teachers' knowledge about pedagogy.
As we near the 100th anniversary of John Dewey’s work Democracy and Education, his ideas continue to resonate with the dispositions of mind that underlie action research. This chapter blends Dewey’s ideas about learning with the work of contemporary cognitive scientists who have explored novice-expert distinctions and pointed to the importance of a generative-adaptive form of educator expertise. Drawing on these frameworks, the authors describe three pathways that shape teacher-learning throughout their careers and lead to very different forms of expertise. The third pathway leads to adaptive/generative teaching expertise, which, in practice, fits exceptionally well with action research. The authors recommend a wholesale reorganization of teacher education and ongoing professional development in education, with broad curricular, societal, and infrastructural implications.
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Studies of expertise in teaching, similar to the studies of expertise in other domains, have been motivated by an intrinsic interest in gaining a better understanding of the special forms of knowledge held by teachers and the cognitive processes in which they were engaged when making pedagogical decisions. They have also been motivated by the need to establish the professional status of teachers by demonstrating to the general public, who tend to undervalue the work of teachers, that like experts in other professions who are held with high regard, such as surgeons, physicists, and computer scientists, experts in the teaching profession possess skills and knowledge which are no less complex and sophisticated (Berliner, 1992).
This chapter introduces occupational self-regulation as the fourth aspect of teacher competence in the COACTIV model. Occupational self-regulation describes teachers’ ability to achieve a balance between their personal resources and the demands of the profession. People with strong self-regulatory skills demonstrate a level of occupational engagement that is commensurate with the challenges of the teaching profession while at the same time maintaining a healthy distance from work concerns. It has been postulated that self-regulatory skills predict occupational well-being and teachers’ instructional performance in the classroom. This chapter first situates the concept of occupational self-regulation theoretically in the framework of conservation of resources (COR) theory (Hobfoll. American Psychologist 44(3): 513–524, 1989) and introduces a typological approach that posits four types of self-regulation, each of them adaptive in different ways (Schaarschmidt and Fischer. Zeitschrift für Differentielle und Diagnostische Psychologie 18(3): 151–163, 1997). Second, the chapter summarizes previous findings from COACTIV on the importance of self-regulation for successful instructional performance and teachers’ occupational well-being. The results underline the importance of teachers’ self-regulation in the professional context. Third, the incremental validity of occupational self-regulation relative to the other aspects of professional competence is empirically tested. The findings indicate that self-regulation should be conceptualized as an independent aspect of professional competence.
The purpose of this study was to identify common characteristics among expert teachers in beginning band settings. Three subjects were observed across three consecutive classes for a total of approximately 370 minutes. Data sources included on-site and videotape observations, field notes, analysis of instructional goals, and frequency and duration data collected on specified teacher and student behaviors. Organizing field notes using thematic headings revealed that the teachers were proactive in managing student behavior, they prioritized the development of characteristic tones via fundamental concepts of breathing, embouchure, and posture and instrument carriage, and they provided musical models on wind instruments. Twenty-five rehearsal frames were identified and analyzed to determine their instructional targets and the frequency and duration of specified teacher and student behaviors. Pitch Accuracy, Multiple Targets, and Posture/Instrument Carriage were the most frequently observed rehearsal frame target categories. Instructional pace differed from what has been reported in middle school, high school and college settings; subjects talked and modeled for greater proportions, longer durations and lower rates, while students performed for smaller proportions, shorter durations and lower rates than what has been observed in other settings.