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Issues of Teacher Expertise and Teacher Quality

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Teacher Quality, Professional Learning and Policy

Abstract

The concept of expertise and its relevance to the issue of teacher quality is discussed. An eclectic approach to the study of expertise in teaching is evident and the chapter examines: a staged model of expertise, expertise and cognitive processing and expertise as mastery and reflection-in-action. The chapter also examines studies of expert teachers which seek to identify the attributes of highly skilled teachers and the process of professional learning underpinning their practice. The issues of over-routinisation and automaticity in expert practice are discussed and the concept of ‘adaptive expertise’ and its relevance to teacher development is considered.

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Authors and Affiliations

  1. School of Education, University of Glasgow, Glasgow, UK

    Christine Forde & Margery McMahon

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  1. Christine Forde
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  2. Margery McMahon
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Correspondence to Christine Forde .

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Forde, C., McMahon, M. (2019). Issues of Teacher Expertise and Teacher Quality. In: Teacher Quality, Professional Learning and Policy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53654-9_2

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  • DOI: https://doi.org/10.1057/978-1-137-53654-9_2

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-53653-2

  • Online ISBN: 978-1-137-53654-9

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