Skip to main content
SpringerLink
Log in

Developing and Sustaining Teacher Expertise

  • Chapter
  • First Online:
Teacher Quality, Professional Learning and Policy

  • 1203 Accesses

Abstract

This concluding chapter bring together several issues to identify some of the challenges in building teacher expertise and sustaining accomplished practice. The apparent paradox is examined of teachers being positioned both as the policy problem to be addressed and the policy solution through which systems-level improvement is to be realised. The image and standing of the profession is then discussed. A key theme in the development of teacher expertise is the place of professional learning and an elaborated model of professional learning is proposed which identify strategies that can be used to foster teacher expertise and accomplished practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, L. W. (2007). Congress and the Classroom: From the Cold War to “No Child Left Behind”. Pennsylvania: Penn State Press.

    Book  Google Scholar 

  • Asia Society. (2011). Improving Teacher Quality Around the World: The International Summit on the Teaching Profession. New York: Asia Society. http://asiasociety.org/files/lwtw-teachersummitreport0611.pdf.

  • Asia Society. (2018). New Challenges and Opportunities Facing the Teaching Profession in Public Education: The 2018 International Summit on the Teaching Profession. New York: Asia Society. https://asiasociety.org/sites/default/files/inline-files/2018-international-summit-on-the-teaching-profession-edu-istp.pdf.

  • Ball, S. J. (1993). Education Policy, Power Relations and Teachers’ Work. British Journal of Educational Studies, 41(2), 106–121.

    Google Scholar 

  • Bullough, R. V., & Baughman, K. (1995). Changing Contexts and Expertise in Teaching: First-Year Teacher After Seven Years. Teaching and Teacher Education,11(5), 461–477.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. Columbia, USA: Teachers College Press.

    Google Scholar 

  • Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating Teacher Evaluation. Phi Delta Kappa,93(6), 8–15.

    Article  Google Scholar 

  • Darling-Hammond, L., Wei, R. C., Andree, A., & Richardson, N. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Stanford, CA & Dallas TX: Stanford University and National Staff Development Council. https://www.learningforward.org/docs/default-source/pdf/nsdcstudy2009.pdf.

  • Department for Education and Skills. (2002). Time for Standards: Reforming the School Workforce. London: DfES.

    Google Scholar 

  • Devine, D., Fahie, D., & McGillicuddy, D. (2013). What Is ‘Good’ Teaching? Teacher Beliefs and Practices About Their Teaching. Irish Educational Studies,32(1), 83–108.

    Article  Google Scholar 

  • Dimmock, C. (2011). Leadership, Capacity Building and School Improvement: Concepts, Themes and Impact. London: Routledge.

    Google Scholar 

  • Forde, C. (2015). Research and Professional Practice in Scottish Education. In M. Baguley, Y. S. Findlay, & M. C. Kerby (Eds.), Meanings and Motivation in Education Research (pp. 116–132). London: Routledge.

    Google Scholar 

  • Glazerman, S., Loeb, S., Goldhaber, D., Radenbush, S., & Whitehurst, G. (2010). Evaluating Teachers. Washington: The Brookings Institute and The Brown Centre.

    Google Scholar 

  • Hargreaves, A. (1994). Changing Teachers Changing Times: Teachers’ Work and Culture in the Postmodern Age. London: Continuum.

    Google Scholar 

  • Hargreaves, L. (2009). The Status and Prestige of Teachers and Teaching. In L. J. Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (Vol. 21, pp. 217–229). Boston, MA: Springer Science & Business Media.

    Chapter  Google Scholar 

  • Hargreaves, L., & Flutter, J. (2013). The Status of Teachers and the Teaching Profession: A Desk-Study for Education International. Cambridge: Department of Education, University of Cambridge.

    Google Scholar 

  • Hargreaves, L., Cunningham, M., Hansen, A., McIntyre, D., Oliver, C., & Pell, T. (2007). The Status of Teachers and the Teaching Profession in England: Views from Inside and Outside the Profession (Final Report of the Teacher Status Project). England: University of Cambridge Faculty of Education, Department of Media and Communication, University of Leicester. https://www.educ.cam.ac.uk/research/projects/teacherstatus/Summaryreport_25Jan07_print_ready_version.pdf.

  • Hattie, J. (2003, October). Teachers Make a Difference: What Is the Research Evidence? Conference Paper, ACER Research Conference, Building Teacher Quality: What Does the Research Tell Us? Melbourne, Australia. http://research.acer.edu.au/research_conference_2003/4/.

  • HSE (Health and Safety Executive). (2017). Work-Related Stress, Depression or Anxiety Statistics in Great Britain 2017. Merseyside: HSE. www.hse.gov.uk/statistics/causdis/stress/stress.pdf.

  • Howes, L. M., & Goodman-Delahunty, J. (2015). Teachers’ Career Decisions: Perspectives on Choosing Teaching Careers, and on Staying or Leaving. Issues in Educational Research,25(1), 18–35.

    Google Scholar 

  • Hoyle, E. (2001). Teaching: Prestige, Status and Esteem. Educational Management and Administration,29(2), 139–152.

    Article  Google Scholar 

  • Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a ‘Sense of Success’: New Teachers Explain Their Career Decisions. American Educational Research Journal, 40(3), 581–617.

    Google Scholar 

  • Kelly, S., & Northrop, L. (2015). Early Career Outcomes for the ‘Best and the Brightest’ Selectivity, Satisfaction, and Attrition in the Beginning Teacher Longitudinal Survey. American Educational Research Journal,52(4), 624–656.

    Article  Google Scholar 

  • Koppich, J. (2005). Addressing Teacher Quality Through Induction, Professional Compensation, and Evaluation: The Effects on Labor-Management Relations. Educational Policy,19(1), 90–111.

    Article  Google Scholar 

  • Larsen, M. A. (2010). Troubling the Discourse of Teacher Centrality: A Comparative Perspective. Journal of Education Policy,25(2), 207–231.

    Article  Google Scholar 

  • Lingard, B., Hayes, D., & Mills, M. (2003). Leading Learning: Making Hope Practical in Schools. London: McGraw-Hill Education.

    Google Scholar 

  • Little, J. W. (1990). The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations. Teachers College Record,91(4), 509–536.

    Article  Google Scholar 

  • Lortie, D. C. (2002). Schoolteacher: A Sociological Study (2nd ed.). Chicago: University of Chicago Press.

    Book  Google Scholar 

  • Margolis, J. (2008). What Will Keep Today’s Teachers Teaching? Looking for a Hook as a New Career Cycle Emerges. Teachers College Record,110(1), 160–194.

    Article  Google Scholar 

  • McMahon, M., Reeves, J., Devlin, A., Simpson, J., & Jaap, A. (2007). Evaluating the Impact of Chartered Teacher: The Perception of Chartered Teachers (Report Submitted to GTCS and Scottish Government). Glasgow: University of Glasgow.

    Google Scholar 

  • NASUWT (National Association of Schoolmasters Union of Women Teachers). (2017). The Big Question 2017: An Opinion Survey of Teachers and School Leaders. Birmingham: NASUWT.

    Google Scholar 

  • NASUWT (National Association of Schoolmasters Union of Women Teachers). (2018). The Big Question 2017: An Opinion Survey of Teachers and School Leaders. Northern Ireland: NASUWT.

    Google Scholar 

  • OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD. http://www.oecd.org/edu/teacherpolicy.

  • OECD. (2018). Valuing Our Teachers and Raising Their Status: How Communities Can Help: International Summit on the Teaching Profession. Paris: OECD. https://doi.org/10.1787/9789264292697-en.

  • Pedder, D., & Opfer, V. D. (2013). Professional Learning Orientations: Patterns of Dissonance and Alignment Between Teachers’ Values and Practices. Research Papers in Education,28(5), 539–570.

    Article  Google Scholar 

  • Ravalier, J. M., & Walsh, J. (2017). Scotland’s Teachers: Working Conditions and Wellbeing. Bath: Bath Spa University.

    Google Scholar 

  • Reeves, J., & Drew, V. (2012). Relays and Relations: Tracking a Policy Initiative for Improving Teacher Professionalism. Journal of Education Policy,27(6), 711–730.

    Article  Google Scholar 

  • Reeves, J., Forde, C., O’Brien, J., Smith, P., & Tomlinson, H. (2002). Performance Management in Education Improving Practice. London: Paul Chapman.

    Book  Google Scholar 

  • Reeves, J., McMahon, M., Hulme, M., McQueen, I., Redford, M., McKie, F., et al. (2010). Evaluating Accomplished Teaching: Report of a Pilot Study into Means of Investigating the Impact of Accomplished Teaching on Pupils’ Learning in the Context of the Chartered Teacher Initiative in Scotland. Glasgow: University of Glasgow.

    Google Scholar 

  • Rinne, R., & Ozga, J. (2013). The OECD and the Global Re-regulation of Teachers’ Work: Knowledge-Based Regulation Tolls and Teachers in England and Finland. In T. Seddon & J. S. Levin (Eds.), Educators, Professionalism and Politics: Global Transitions, National Spaces and Professional Projects: World Yearbook of Education 2013 (pp. 97–116). London and New York: Routledge.

    Google Scholar 

  • Robertson, S. L. (2008). ‘Remaking the World’ Neoliberalism and the Transformation of Education and Teachers’ Labor. In L. Weiner & M. Compton (Eds.), The Global Assault on Teaching, Teachers, and Their Unions: Stories for Resistance (pp. 11–27). New York: Palgrave Macmillan.

    Google Scholar 

  • Robinson, V. M. (2010). From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 1–26.

    Google Scholar 

  • Schein, E. H. (2006). Organizational Culture and Leadership (3rd ed.). San Francisco: Wiley.

    Google Scholar 

  • Seddon, T., Ozga, J., & Leven, J. S. (2013). Global Transitions and Teacher Professionalism. In T. Seddon & J. S. Levin (Eds.), Educators, Professionalism and Politics: Global Transitions, National Spaces and Professional Projects: World Yearbook of Education 2013 (pp. 3–24). London and New York: Routledge.

    Google Scholar 

  • Skourdoumbis, A. (2014). Teacher Effectiveness: Making the Difference to Student Achievement? British Journal of Educational Studies,62(2), 111–126.

    Article  Google Scholar 

  • Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinneman.

    Google Scholar 

  • Symeonidis, V. (2015). The Status of Teachers and the Teaching Profession: A Study of Education Unions’ Perspective. Brussels, Belgium: Education International Research Institute.

    Google Scholar 

  • Timperley, H. (2007). Teacher Professional Learning and Development. Brussels, Belgium: The International Academy of Education.

    Google Scholar 

  • Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher Professional Development and Learning: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Verhoeven, J. C., Aelterman, A., Rots, I., & Buvens, I. (2006). Public Perceptions of Teachers’ Status in Flanders. Teachers and Teaching: Theory and Practice,12(4), 479–500.

    Article  Google Scholar 

  • Whitty, G. (2006). Teacher Professionalism in a New Era. General Teaching Council for Northern Ireland: Annual Lecture. Belfast: GTCNI.

    Google Scholar 

  • Zembylas, M. (2003). Emotions and Teacher Identity: A Poststructural Perspective. Teachers and Teaching,9(3), 213–238.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

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

    Christine Forde & Margery McMahon

Authors
  1. Christine Forde
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Margery McMahon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christine Forde .

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Forde, C., McMahon, M. (2019). Developing and Sustaining Teacher Expertise. In: Teacher Quality, Professional Learning and Policy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53654-9_9

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-53654-9_9

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-53653-2

  • Online ISBN: 978-1-137-53654-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation