Monica Poulter: Teacher expertise what is it and how can it be developed
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Eaquals International Conference, 16 – 18 April 2015
Teacher expertise: what is it and how can it be developed?
Teacher expertise: what is it and
(how) can it be developed?
www.eaquals.org
What the experts say about expertise
• Highly structured knowledge that helps them develop meaningful patterns
• Can reason using underlying principles
• Mental models direct appropriate selection of task strategies for a given situation
• Are more efficient at problem solving procedures
• Have faster access to domain specific knowledge
• Are more opportunistic
• Are more flexible, innovative and creative
• Greater self-knowledge, can self-monitor
Lajoie(2009), Chi (2006
• Know how to structure content knowledge. Can recognise and interpret patterns in classroom events
• Can interpret classroom events, analyse problems and justify solutions in a principled manner
• Are selective in what they attend to
• Have better improvisational skills
• Have efficient, thought-rich lesson plans which evidence an integrated knowledge base
• Autonomous decision-making
• Greater flexibility, anticipation of difficulties
• Theorise personal practical knowledge and vice-versa
Tsui (2012)
3 Eaquals International Conference, 16 – 18 April 2015
Eaquals International Conference, 16 – 18 April 2015
Teaching
Subject knowledge
Procedural knowledge
Methodo-logical
knowledge
Consideration of learners’ needs and aspirations
Consideration of
requirements of other
stakeholders
Planning
Procedures and
techniques
Classroom management
skills
Maximising learning
Developing learning skills
Eaquals International Conference, 16 – 18 April 2015
Expert teaching
Subject knowledge
Procedural knowledge
Methodological knowledge
Consideration of learners’ needs and aspirations
Consideration of requirements of
other stakeholders
Planning
Procedures and techniques
Classroom management
skills
Maximising learning
Developing learning skills
Eaquals International Conference, 16 – 18 April 2015
Procedures and
techniques
Elicitation
Monitoring
Feedback routines
Presenting
Practising
Reinforcing learning
Checking learning
Concept checking
Evidence from classrooms • Have enthusiasm and passion for subject
• Set challenging goals
• Represent content and make it accessible to learners
• Teaching is highly structured – ladder of learning
• Have high expectations of learners
• Are adept at using organisational patterns
• Have a repertoire of best practice selected in relation to
goals
• Seek and give high quality feedback
• Integrate teaching, assessment and feedback
• Support learning through explaining , checking, re-
inforcing, re-modelling repeating , reminding, linking
asking/answering questions Ayres et al 2001; Gibb, McCallum and Hargreaves, 2000; Hattie ;Loughran 2010; Tsui
2003
Eaquals International Conference, 16 – 18 April 2015 9
Eaquals International Conference, 16 – 18 April 2015 10
What are the implications for
Professional Development –
self-directed or managed?
Using Frameworks
• Teaching is an holistic activity – frameworks are a list of competencies
• Frameworks don’t capture some of the key features identified in the research into expert practice
• Using frameworks relies on teachers being reflective and being able to reflect relies on teachers being self-aware
Eaquals International Conference, 16 – 18 April 2015 13
So what can the individual teachers do ?
• Use frameworks to identify key strengths and weaknesses, then work with a ‘valued other’ to raise awareness
• Select a range of professional learning activities which relate to the specific qualities of expert teachers
• Engage in ‘deliberate practice’ (Eriksson)
• Observe other teachers in other subject areas (Video sites. Teachers media etc.)
• Ask a ‘valued other’ to observe
• Seek and give feedback on observed teaching
Eaquals International Conference, 16 – 18 April 2015 14
Procedures for doing Reflective teaching Appeal Experience Recommendation
Language learning
experiences
Language learning
experiences
Observing other
teachers
Discussing teaching
with colleagues
Discussing teaching
with colleagues
Discussing teaching
with respected
colleagues
Getting feedback
from students
Getting feedback
from students
Collecting and
reviewing students’
feedback
Observing other
teachers’ lessons
Making notes on
lesson plans
Being observed
Mentoring other
teachers
Reading cases about
teaching
Making notes on
lesson plans
Eaquals International Conference, 16 – 18 April 2015
15
What can training courses do?
Include sessions on
• Supported lesson planning
• Awareness raising exercises to help teachers ‘notice’
• Scaffolding, looking at case studies
• Teacher decision making
• Problem solving
• Critical incidents
• Video prediction
• ‘Assumption Hunting’
• Questioning techniques
• Encouraging teachers to take risks
Eaquals International Conference, 16 – 18 April 2015 16
Expertise needs to be able to be
shared in ways that do not always
call on each the individual to re-
invent the wheel’
Loughran (2010)
Eaquals International Conference, 16 – 18 April 2015 17
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