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

Download

1-s2.0-S1747938X22000549-main.pdf

Date

2023-02-01

Author

Anderson, Jason
Taner, Gülden

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

244
views

78
downloads

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.

Subject Keywords

Expert teachers, Metasummary, Systematic review, Teacher expertise, Teacher quality

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85144449290&origin=inward
https://hdl.handle.net/11511/101478

Journal

Educational Research Review

DOI

https://doi.org/10.1016/j.edurev.2022.100485

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Developing reflective teachers : a study on perception and improvement of reflection in pre-service teacher education ping program and testing its effectiveness Erginel, Senem Şanal; Yıldırım, Ali; Department of Educational Sciences (2006) This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers' perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers' improvement in reflection by focusing on various methods of promotion for reflectivity.
Analyzing collective efficacy of preservice science teachers in science methods course Atasoy, Volkan; Çakıroğlu, Jale; Department of Educational Sciences (2016) This study was aimed to examine preservice teachers who work in the same group in terms of collective efficacy. The participants of this study were four preservice science teachers in third year of science teacher education program. This study was conducted in science methods course. In this course, the participants as a group were expected to prepare lesson plans according to newly learned science teaching methods during a semester. Interviews, observation, preservice teachers’ critique papers, lesson plan...
Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01) This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11) The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences Gunes, Tugba; Yıldırım, Ali (2019-03-01) The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam ...

Citation Formats

J. Anderson and G. Taner, “Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education,” Educational Research Review, vol. 38, pp. 0–0, 2023, Accessed: 00, 2023. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85144449290&origin=inward.