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Article: Distinctive qualities of expert teachers

TitleDistinctive qualities of expert teachers
Authors
KeywordsExpertise
Novice
Reflective practice
Situated possibilities
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers And Teaching: Theory And Practice, 2009, v. 15 n. 4, p. 421-439 How to Cite?
AbstractThis paper attempts to identify the distinctive qualities of successful veteran teachers, referred to as "expert teachers", which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this paper maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The paper further addresses the question of why some teachers become experts while others remain experienced non-experts by examining the developmental processes of the experienced teachers in the case studies. The findings suggest that engagement in exploration and experimentation in teaching and learning, in problematizing the unproblematic, and in tasks which challenge teachers to extend their competence are crucial to the development of expertise. The implications for teacher development are discussed. © 2009 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/125471
ISSN
2015 Impact Factor: 0.752
2015 SCImago Journal Rankings: 1.087
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTsui, ABMen_HK
dc.date.accessioned2010-10-31T11:33:21Z-
dc.date.available2010-10-31T11:33:21Z-
dc.date.issued2009en_HK
dc.identifier.citationTeachers And Teaching: Theory And Practice, 2009, v. 15 n. 4, p. 421-439en_HK
dc.identifier.issn1354-0602en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125471-
dc.description.abstractThis paper attempts to identify the distinctive qualities of successful veteran teachers, referred to as "expert teachers", which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this paper maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The paper further addresses the question of why some teachers become experts while others remain experienced non-experts by examining the developmental processes of the experienced teachers in the case studies. The findings suggest that engagement in exploration and experimentation in teaching and learning, in problematizing the unproblematic, and in tasks which challenge teachers to extend their competence are crucial to the development of expertise. The implications for teacher development are discussed. © 2009 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.aspen_HK
dc.relation.ispartofTeachers and Teaching: Theory and Practiceen_HK
dc.rightsThis is an electronic version of an article published in Teachers and Teaching: theory and practice, 2009, v. 15 n. 4, p. 421-439. Teachers and Teaching: theory and practice is available online at: http://www.informaworld.com/smpp/ and the article is located at http://dx.doi.org/10.1080/13540600903057179-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectExpertiseen_HK
dc.subjectNoviceen_HK
dc.subjectReflective practiceen_HK
dc.subjectSituated possibilitiesen_HK
dc.titleDistinctive qualities of expert teachersen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1354-0602&volume=15&issue=4&spage=421&epage=439&date=2009&atitle=Distinctive+qualities+of+expert+teachersen_HK
dc.identifier.emailTsui, ABM: bmtsui@hkucc.hku.hken_HK
dc.identifier.authorityTsui, ABM=rp00062en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1080/13540600903057179en_HK
dc.identifier.scopuseid_2-s2.0-77149169143en_HK
dc.identifier.hkuros182768en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77149169143&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume15en_HK
dc.identifier.issue4en_HK
dc.identifier.spage421en_HK
dc.identifier.epage439en_HK
dc.identifier.isiWOS:000208092900003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTsui, ABM=7006812714en_HK

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